Дисертації з теми "Symbolic reading"
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Ehsan, Arooj [Verfasser]. "Disrupting the Symbolic Hamlet: A Semiotic Reading / Arooj Ehsan." Berlin : Freie Universität Berlin, 2020. http://d-nb.info/1224884000/34.
Повний текст джерелаNalyahaka, Nadia. "Reading as a symbolic bridge for the cultural and spiritual heritage." Thesis, Київський національний університет технологій та дизайну, 2020. https://er.knutd.edu.ua/handle/123456789/15343.
Повний текст джерелаCollins, Melissa Anne. "The Roles of Symbolic Mapping and Relational Thinking in Early Reading and Mathematics." Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:105071.
Повний текст джерелаThis research explored the roles of symbolic mapping and relational thinking in early reading and mathematics learning. It examined whether symbolic mapping and relational thinking were predictive of children’s reading and mathematics knowledge; the extent to which these domain-general cognitive scores explained correlations between the two domains; and whether these cognitive scores mediated relations between verbal intelligence and reading and mathematics. Furthermore, the present research explored whether home learning experiences were predictive of children’s symbolic, relational, reading, and mathematics scores. Participants in Study 1 were 86 preschool children from the Boston area. Children completed an assessment of verbal intelligence and a range of symbolic, relational, reading, and mathematics measures. Results showed that reading and mathematics scores were highly correlated; symbolic and relational scores were predictive of domain-specific performance; and symbolic and relational thinking mediated relations between verbal intelligence and reading and mathematics knowledge. These findings suggest that symbolic mapping and relational thinking may provide foundational cognitive skills that support early learning. Study 2 investigated whether home learning experiences were related to children’s symbolic, relational, reading, and mathematics scores. Participants were the 86 parents of children from Study 1. Parents reported the frequency with which they and their child engaged in various activities. Findings showed a significant relation between symbolic learning experiences and children’s reading and mathematics scores, but no relations between learning experiences and children’s symbolic or relational scores. There was a strong association between parents’ beliefs about the importance of mathematics for kindergarten readiness and children’s reading and mathematics scores. The results suggest that homes rich in symbolic learning experiences may best support children’s early learning, but parental beliefs about mathematics may differentiate highly effective and less effective learning environments. Taken together, these two studies contribute to our understanding of the constructs of symbolic and relational thinking as foundations for early learning in reading and mathematics. Findings are discussed in terms of their implications for improving school readiness via increased intentionality in early educational activities
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Lynch School of Education
Discipline: Counseling, Developmental and Educational Psychology
Cardoso, Zylbersztajn Pedro. "Negotiating with the II && ! : reading codes and their symbolic structures of control." Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118657.
Повний текст джерелаThis electronic version was submitted by the student author. The certified thesis is available in the Institute Archives and Special Collections.
Cataloged from student-submitted PDF version of thesis.
Includes bibliographical references (pages 93-96).
This thesis investigates software as a textual and aesthetic object through research- based artistic practice and arts-based research. Its main particular interest is in how codes (computer codes, more specifically, but positioned in relation to other linguistic codes) exercise control. It engages Pierre Bourdieu's framework of language and symbolic power, Stuart Hall's encoding/decoding model, and Wendy Chun's notion of programability, aiming to discuss how to read codes in ways that create possible semantic and pragmatic negotiations with their imperatives. This document draws a model of reading that accounts for the sociological distribution of authority contained in software. It accepts ambiguity in face of invisibility, examines what is the ontological proximity of the code with the performative effect it generates, and how shifts and manipulations of this relational axis may work to oppose or divert prescriptive command structures. The goal of the project is to reflect upon how art practice can provide different modes of reading codes that may prove themselves pertinent to a less passive engagement with this subtle layer of control of everyday life.
by Pedro Cardoso Zylbersztajn.
S.M. in Art, Culture and Technology
Landry, Oriane. "Orienting of visual attention among persons with autism spectrum disorders : reading versus responding to symbolic cues." Thesis, McGill University, 2006. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=102668.
Повний текст джерелаSvensson, Andreas. "Forsake Thy Art, Forsake Thyself : A Lacanian Reading of Oscar Wilde's The Picture of Dorian Gray." Thesis, Högskolan i Gävle, Engelska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-32531.
Повний текст джерелаOlterman, Hillevi, and Janina Kingstedt. "Läsvänlig litteratur som skildrar utanförskap : En studie om oavsiktliga konsekvenser och symboliskt våld i skolan." Thesis, Södertörns högskola, Institutionen för samhällsvetenskaper, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-29244.
Повний текст джерелаThe aim of this essay is to seek an answer to if a schools educational measures in their recommendation of reader-friendly books can be seen as an utterance of symbolic violence and to examine what kind of ethical dilemmas can arise from a book that portrays social exclusion. Pierre Bourdieu and Jean-Claude Passeron’s theories of symbolic violence and Donald Broady’s theory of the hidden curriculum show that teachers wield and exercise a kind of power against and in relation to their students. Robert K. Merton’s theory about unintended consequences exemplifies the kinds of consequences that purposive social action can have. Previous research presented in this essay show that young people often see a correlation between academic failures and social exclusion. After a textual analysis of Kim Olin’s book series about Simon, and blog posts written by teachers and school librarians, our results show that a provision of this type of reader-friendly literature can be seen as an action of symbolic violence against the reciever, and that there is an ethical dilemma to be found in the books subject matter in relation to the intended reader.
Lavenus, Marielle. "Lecture renouvelée des miniatures du Maître de Wavrin : l'Histoire de Gérard de Nevers du manuscrit Bruxelles, KBR, ms. 9631." Electronic Thesis or Diss., Université de Lille (2018-2021), 2021. http://www.theses.fr/2021LILUH034.
Повний текст джерелаThis dissertation offers a new interpretation of the manuscript Brussels, KBR, 9631 containing the Master of Wavrin’s miniatures of Gérard de Nevers. Probably produced in the 1460’s for the Duke of Burgundy Philip the Good, the images rely on symbolism in the very broad meaning of the term. The Master of Wavrin’s repertoire, based on both plastic and iconographic mechanisms, allows the artist to endow the images with meanings. Playing on compositions, colours and even on the meanings of words, he provokes the spectator and invites him to produce a voiced and dialogical reading of the iconographic cycle. Such an understanding of the manuscript’s function as a game is in keeping with the artistic, literary and intellectual context of the time and the well-know taste of the court for ambiguity and equivocality. A renewed - and oblique - reading of the miniatures, based on the utterances they suggest, allows us to perceive the personal reading the artist made of the text. Since the young knight’s wandering is, in the images, not only a courtly or warlike initiation but also an erotic one, humour and bawdiness become essential themes. As a consequence, the question of gender turns out to be central. And, as this dissertation demonstrates it, the Master of Wavrin’s images do not reflect the dominant discourses or misogynistic views of the time
Poole, Mark William. "Hitchcock's films on the couch: Freudian and Lacanian readings of symbolic space." Doctoral thesis, Universidade de Aveiro, 2017. http://hdl.handle.net/10773/18003.
Повний текст джерелаAlfred Hitchcock realizou cinquenta e três filmes num período de cinquenta anos. Perante um corpus tão vasto e um interesse, popular e académico, contínuo na sua obra, um dos objetivos desta tese é tentar descobrir quais as componentes dos seus filmes que conduziram a este fascínio. Consequentemente, esta tese pretende refletir, através de uma análise que utiliza metodologias psicanalíticas, sobre dezanove destes filmes e elementos que neles se repetem. A abordagem psicanalítica foi escolhida para perceber se existe um uso coerente de certos elementos que cria um significado simbólico nos filmes em discussão. Haverá elementos usados de forma consistente, com um significado simbólico estável que podem ser interpretados simbolicamente da mesma forma em dois ou mais filmes? E, caso contrário, que diferenças de significado se nos põem? Esta análise é baseada em elementos estruturais repetidos na mise-en-scène dos filmes, tais como escadarias ou quartos de dormir, que foram usados como termos gerais com o intuito de facilitar a investigação dos méritos simbólicos que estes, e outras componentes relacionadas, possuem. As metodologias psicanalíticas usadas incluem conceitos-chave de Sigmund Freud, como o Ego, o Superego e o Id, e de Jacques Lacan, como o Imaginário, o Simbólico e o Real. Ao usar os conceitos que estes dois pensadores psicanalíticos desenvolveram, é esperado que certos padrões simbólicos e temáticos nos filmes de Hitchcock que foram no passado sub-explorados, surjam para uma discussão mais alargada
Alfred Hitchcock made fifty-three feature films over a fifty-year period. In view of such a large corpus and continued popular and academic interest in his work, one of the aims of this thesis is to attempt to discover what components in his films have led to such an interest. As a result, this thesis considers, through an analysis using psychoanalytic methodologies, nineteen of these films and elements which are repeated across these films. This psychoanalytic approach has been chosen to examine if there is a coherent use of certain elements to create symbolic meaning in the films under discussion. Namely, are there elements that can be interpreted symbolically being used consistently with the same stable symbolic meaning in two or more films? And if not, what differences in meaning are there? To aid with this analysis, repeated structural elements in the films’ mise-enscène, such as staircases or bedrooms, have been explored to investigate the symbolic readings they and other related components might offer. The psychoanalytic methodologies being used include key concepts of Sigmund Freud and Jacques Lacan, such the former’s Ego, Superego and Id and the latter’s Imaginary, Symbolic and Real. By using these, and other concepts these two psychoanalytic thinkers developed, it is hoped that certain symbolic and thematic patterns in Hitchcock’s films that have previously been underexplored can be brought to light and discussed.
Taylor, Colin F. "Reading Plains Indian artefacts : their symbolism as cultural and historical documents." Thesis, University of Essex, 1990. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.279160.
Повний текст джерелаMitchell, Mary Louise. "A reading of the imagery of Lamentations /." Thesis, McGill University, 2004. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=85022.
Повний текст джерелаChurchill, Christina. "The Muse of Secrecy: A Qabalistic Examination of Symbolist Poetry and the Music of Claude Debussy." Thesis, Griffith University, 2020. http://hdl.handle.net/10072/394685.
Повний текст джерелаThesis (PhD Doctorate)
Doctor of Philosophy (PhD)
School of Hum, Lang & Soc Sc
Arts, Education and Law
Full Text
Gomes, Camila Graciella Santos. "Aprendizagem relacional, comportamento simbólico e ensino de leitura a pessoas com transtornos do espectro do autismo." Universidade Federal de São Carlos, 2012. https://repositorio.ufscar.br/handle/ufscar/2903.
Повний текст джерелаFinanciadora de Estudos e Projetos
The overall aim of this thesis was to investigate relevant variables to relational learning and the emergence of symbolic behavior in people with autism, in the teaching of reading. Were conducted three studies that are independent and yet complementary. Chapter 1 describes a study that evaluated the performance of forty participants with autism and forty with intellectual disabilities in identity matching-to-sample task, in the typical organization (one model and three comparisons) and in the organization with more than one model (three models and three comparisons), in two forms of presentation that needed different response modes: on tabletop and by computer. The general results of the participants indicated better performance in the organization with more than one model, in paper and in computer. Chapter 2 presents a study that aimed to teach basic reading skills to five participants with autism (four speakers and one nonspeaker), from the teaching of arbitrary relations among pictures and printed words, using adapted matching-to-sample task. Participants learned basic reading skills, but not showed combinatorial reading. Chapter 3 presents a study designed to teach combinatorial reading with comprehension for three participants with autism, from the teaching of naming syllables, words, pictures, and the formation of stimulus equivalence classes. Participants learned combinatorial reading with comprehension, with few training sessions and low numbers of errors during the teaching. The set of studies indicate the possibility of symbolic learning by people with autism since appropriate teaching procedures are used.
O objetivo geral dessa tese foi investigar variáveis relevantes para a aprendizagem relacional e para a emergência de comportamento simbólico em pessoas com autismo, no âmbito do ensino de leitura. Foram realizados três estudos que são independes e ao mesmo tempo complementares. O Capitulo 1 descreve um estudo que avaliou o desempenho de quarenta participantes com autismo e quarenta com deficiência intelectual em tentativas de emparelhamento com modelo por identidade, na organização típica (um modelo e três comparações) e na multimodelo (três modelos e três comparações), em duas formas de apresentação que requeriam modos de resposta diferentes: em papel e por computador. Os dados gerais dos participantes indicaram melhores desempenhos nas tentativas multimodelo, em papel e no computador. O Capitulo 2 apresenta um estudo que pretendeu ensinar habilidades básicas de leitura a cinco participantes com autismo (quatro falantes e um não falante), a partir do ensino de relações arbitrárias entre figuras e palavras impressas, por meio de tentativas de emparelhamento com o modelo multimodelo. Os participantes aprenderam habilidades básicas e iniciais de leitura, porém não demonstraram leitura recombinativa com compreensão. O Capítulo 3 apresenta um estudo planejado para ensinar leitura combinatória com compreensão a três participantes com autismo, a partir do ensino da nomeação de sílabas, palavras, figuras e da formação de classes de estímulos equivalentes. Os participantes aprenderam leitura combinatória com compreensão, com poucas sessões de treino e com baixo número de erros durante o ensino. O conjunto de estudos indica a possibilidade da aprendizagem simbólica por pessoas com autismo desde que procedimentos de ensino adequados sejam utilizados.
Etolia-Ekaterini, Martinis. "The Sphinx in Symbolist art : the metamorphosis of the myth and its intertextual reading." Thesis, University of Essex, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.442516.
Повний текст джерелаDascal, Elana. "Reading Midrash as graphic artistic activity : the compilation of Midrash Rabbah as possible influences on early Jewish and Christian art." Thesis, McGill University, 1997. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=28257.
Повний текст джерелаBerg, Wayne Carl Jr. "Images in the labyrinth a reading of symbol and archetype in four quartets /." Thesis, Montana State University, 2007. http://etd.lib.montana.edu/etd/2007/berg/BergW0507.pdf.
Повний текст джерелаGrelz, Karin. "Beyond the noise of time : readings of Marina Tsvetaeva’s memories of childhood." Doctoral thesis, Stockholms universitet, Slaviska institutionen, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-46.
Повний текст джерелаLundström, Lars. "Reading Difficulties and the Twofold Character of Language : How to Understand Dyslexia." Doctoral thesis, Uppsala University, Department of Psychology, 2004. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-4679.
Повний текст джерелаThe present longitudinal study, which comprised 125 children from Grade 2 (typal age: 8) to Grade 6 (typal age: 13), examines and interprets the results of several decoding and reading comprehension tests. A point of departure is the proposition that there may be a lack of concepts about central questions that help interpret the results of an expanding test practice in the educational system. To construct the central questions the typologies and hypothetical causes of reading problems ought to be constrained in relation to explanatory constructs combining reading acquisition and reading difficulties.
First, the field of research on reading acquisition and reading difficulties was surveyed as a background to the presentation of the model, which is heavily indebted to and basically molded on the balance model but which also takes advantage of the proposition of combining the double-route and connectionist approaches.
Second, the following themes were investigated empirically:
– The predictive power of the tests: Generally, there seem to be almost as accurate predictions from Grade 2 as from Grade 3. A combined decoding-comprehension prediction was not shown to be more powerful as a product than as a linear combination.
– The possibility of an image/symbol transition in early reading acquisition: A weak image/letter decoding correlation distinguished boys weak in reading comprehension from all others in Grade 3; a weak letter/word decoding correlation distinguished those weak from those strong in reading comprehension regardless of gender in Grades 2 and 3; and a weak image/word decoding correlation distinguished boys from girls in Grade 2.
– Indications of stages in the development of reading: The conclusion is that orthographic decoding is more strongly related to reading comprehension than is phonologic decoding but there appears to be a parallel development of phonologic and orthographic decoding between Grades 3 and 6. This pattern seems to be the same for boys and girls and for those with low and high reading comprehension.
– Comparing subtypes: The surface/phonologic dyslexia distinctions were tentatively related to the linguistic/perceptual dyslexia distinctions and the letter/word-decoding screening instrument. The compensatory concept is questioned.
– Dimensions in reading acquisition and reading difficulties: A conclusive proposition of the study is that the hypothetical twofold metaphor/metonym character of language may be instrumental in analysing the complex interaction between the characteristic traits of the learning brain and the construction of meaning through script.
Anderson, Kelly King. "Pretend Play at Home: Creating An Educationally Enriched Environment for Emergent Literacy Among Preschool-Aged Children." Diss., CLICK HERE for online access, 2005. http://contentdm.lib.byu.edu/ETD/image/etd962.pdf.
Повний текст джерелаWaddell, Heather. "Reading with thought and effort : Philip Pullman's His Dark Materials trilogy, and its connections to the works of John Milton and William Blake /." Connect to online version, 2007. http://ada.mtholyoke.edu/setr/websrc/pdfs/www/2007/245.pdf.
Повний текст джерелаKlevskog, Emma. "Robert Langdon's Hero's Journey : Reading the Novels of Dan Brown with the perspective of the Monomyth." Thesis, Karlstads universitet, Institutionen för språk, litteratur och interkultur, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-48079.
Повний текст джерелаLailach, Michael. ""Der Gelehrten Symbola" - Studien zu den "Emblematum Tyrocinia" von Mathias Holtzwart (Straßburg 1581)." Doctoral thesis, [S.l. : s.n.], 2000. http://dochost.rz.hu-berlin.de/dissertationen/lailach-michael-2000-07-05/.
Повний текст джерелаSvensson, Ringbo Sara. "Notvärde : Strategier för rytmisk notläsning med barn runt förskoleklassåldern." Thesis, Kungl. Musikhögskolan, Institutionen för musik, pedagogik och samhälle, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kmh:diva-2681.
Повний текст джерелаIn this study, the 21st century scientific literature addressing rhythmic music reading in children aged 5–8 is explored and compared. The described strategies are the main focus of the study but research on music reading´s effect on the development of reading and writing skills is also discussed. In order to meet the purpose of this study and answer the scientific question, the methods general literature study with systematic approach together with informal interviews with three neurology-scientists, are applied. Four scientific articles are included in the study. They were all thoroughly reviewed from a quality- and knowledge perspective. The scientific theory used for this study is Vygotskij´s cultural-historical psychology but my own background as a teacher of eurythmics, educated and experienced in Dalcroze´s methodology, is inevitably the light in which I view the results of this study. One of the study´s results, is that this subject did not yet render much attention from researchers during the 21st century, leaving a lot of room for further development of practice. The main results of the studied articles are that a) children tend to prioritize tone before rhythm when reading notated music, b) underlying beat on the shortest note-duration in the rhythm, rather than beat that corresponds to the “worth” of the bar, simplifies the development of music reading skills, c) accomplished music reading demands early developed strategies rather than practice and d) rhythmic music reading may develop in a trajectory similar to that of language and literacy acquisition and should be fostered within that perspective through all of the following: oral and aural exercises, writing and reading. The interview-section shows, amongst other things, that rhythmic training may promote the development of articulation and writing, but there are no direct transfer effects between reading and music reading.
Tonsing, Kerstin Monika. "Using a matrix strategy to teach graphic symbol combinations to children with limited speech during shared storybook reading." Thesis, University of Pretoria, 2012. http://hdl.handle.net/2263/25518.
Повний текст джерелаThesis (PhD)--University of Pretoria, 2012.
Centre for Augmentative and Alternative Communication (CAAC)
unrestricted
Burns, Ruth Barbara. "Reading race in Western Christian visual culture : tracing a delirium from Renaissance art to the Chris Ofili affair and contemporary religious cinema." Thesis, McGill University, 2005. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=98915.
Повний текст джерелаFiore, Adriano Alves. "Iconografia, simbolismo e a cultura contemporânea do Heavy Metal." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/4765.
Повний текст джерелаConselho Nacional de Desenvolvimento Científico e Tecnológico
It has been approximately 45 years since heavy metal began attracting multitudes of faithful followers in Brazil and the rest of the world. This study centers on the postulation that the genre s sound combined with its grotesque and baroque iconography is able to produce a contemporary world culture and that it requires continuous research to find its most precise description. The phenomenon is analyzed principally in light of the Bakthinian theory of carnivalization, which has received the addition of the methodological path traced by means of exploratory studies, as well as the author s direct in situ participation in festivals such as Rock in Rio, Wacken Open Air and Monsters of Rock. Both documental and bibliographic researches centered on the reading of images. The corpus includes images from photographs, newspapers, websites, blogs, paintings, t-shirts, posters, comic books, books, encyclopedias, movies, documentaries, animation and LP, CD, DVD, Blu-ray and VHS covers, as well as dress, makeup and hairstyle in short, the complete heavy metal imaginarium. The focus is of a diachronic-synchronic nature and features in the history of the heavy metal genre. The problematization involves the following question: What are the main pictorial and symbolic elements produced by the music industry that provoke such intense, notoriously impassioned devotion in heavy metal dilettantes and how do they achieve their purpose with such efficacy? It is further postulated that the intense sound of heavy metal emanates an interior sensation of force and superhuman power in its fans that transforms into a type of unlimited love and exacerbated fidelity (i.e. an almost absolute dependency), which is commensurate with a group, collective or social demand for protection. Results allow for the conclusion that by being conscious of this idiosyncrasy, illustrators, designers and advertisers have striven to perpetuate an iconographic and symbolic universe equally intense, robust and intimidating in which Bakhtin s key carnivalizing motifs can be found (Death, masquerade, good/evil dualism, hyperbolism, the grotesque, Hell, the laugh, hybridization, metamorphosis, the banquet, insanity and antithesis)
Há 45 anos, aproximadamente, o heavy metal vem atraindo multidões de seguidores fiéis em todo o mundo, e esse é também um fenômeno contínuo no Brasil. O estudo empreendido neste trabalho assenta-se no pressuposto de que o som do heavy metal aliado à sua iconografia grotesca e barroquizante é capaz de produzir uma cultura contemporânea de abrangência mundial, cuja configuração demanda contínua pesquisa para se encontrarem elementos capazes de fornecer sua mais nítida descrição. O conceito bakhtiniano de carnavalização é utilizado como principal fundamento do quadro teórico-metodológico adotado, que também é incrementado por meio de estudos exploratórios, além de observação direta concretizada com a participação in situ do autor em festivais como o Rock in Rio, Wacken Open Air e Monsters of Rock. As partes documental e bibliográfica concretizam-se por meio da leitura de imagens. O corpus é constituído por imagens de fotografias, jornais, sites, blogs, pinturas, estampas (camisetas), pôsteres, histórias em quadrinhos, livros, enciclopédias, revistas, filmes, documentários, desenhos animados, ilustrações de capas de LPs, CDs, DVDs, Blu-rays e VHSs bem como na indumentária e no visual continuamente introduzido no imaginário do heavy metal. Opta-se por um recorte diacrônico-sincrônico pertinente à história do gênero heavy metal. A problematização tem foco na seguinte pergunta: Quais são os principais elementos transformados em imagem e símbolo pela indústria videofonográfica e de que maneira conseguem cumprir, com eficácia, o propósito de acender tamanha devoção, notoriamente apaixonada, nos diletantes do heavy metal? Um segundo pressuposto se apresenta, o de que a intensidade sonora do heavy metal faz emanar uma sensação interior de força e poder supra-humanos em seus apreciadores que se transforma em uma espécie de amor ilimitado e exacerbada fidelidade dependência quase absoluta , podendo este sentimento ainda recrudescer em função de envolver uma procura por proteção grupal, coletiva ou social. Os resultados permitem afirmar que conscientes dessa idiossincrasia metálica, ilustradores e profissionais em design e propaganda esforçam-se em perpetuar o universo iconográfico e simbólico do heavy metal igualmente intenso, robusto e intimidador , no qual se nota a presença dos principais motivos carnavalizantes de Bakhtin (a Morte, a mascaragem, o dualismo Bem e Mal, hiperbolismo, o grotesco, o Inferno, o riso, hibridização, metamorfose, o banquete, a loucura, o avesso)
Einman, Maria. "Lector in drama. Les enjeux fictionnels et imaginaires du suicide dans le théâtre français du XIXe siècle." Thesis, Sorbonne Paris Cité, 2018. http://www.theses.fr/2018USPCA048/document.
Повний текст джерелаThis study examines the reading of drama texts as the reading of fictional texts, aiming to broaden the current approach according to which the reading of drama texts is mainly limited to text analysis. This question is examined in the light of the issue of suicide in 19th-century French drama. The principal aim of this study is therefore to understand the impact of the character’s suicide on the reader via the detailed analysis of the ins and outs of the suicidal act. The study applies Vincent Jouve’s concept of the virtual reader, who is defined as an implicit and atemporal recipient of the text effects. This reader emerges in a fictional world that is supported by an operative device (dispositif) based on the Lacanian triptych of the Real, the Symbolic and the Imaginary.The dissertation consists of five chapters. The theoretical discussion is followed by four chapters that deal, respectively, with melodrama, romantic drama, naturalist drama, and symbolist drama. In addition to the effect of the fictional suicide on the reader (which is systematically connected to the catharsis), the evolution of theatrical genres and forms is explored from the perspective of “virtual” reading. Thereby, the reading of 19th-century French drama could be viewed as a journey from the optimistic certainty of melodrama to the tragic indeterminacy of symbolist drama, from actual to probable suicides, from “sorrowful” catharsis to anticatharsis
Noordhuis-Fairfax, Sarina. "Field | Guide: John Berger and the diagrammatic exploration of place." Phd thesis, Canberra, ACT : The Australian National University, 2018. http://hdl.handle.net/1885/154278.
Повний текст джерелаChang, Undine, and 張麗美. "Transformation Combat : A Symbolic Reading of Willian Faulkner's As I Lay Dying." Thesis, 1996. http://ndltd.ncl.edu.tw/handle/78254596843778047557.
Повний текст джерела國立中正大學
外國語文學系
84
Many critics agree that As I Lay Dying is an extremely beautiful novel but the fabric of its beauty remains in mystery. This thesis attempts to analyze the novel in the light of transformation. Elias Canetti asserts that the power of transformation has yet been enough excavated. My approach not only explores the double mystery of As I Lay Dying and transformation but sheds light to the pertinent elements of transformation such as body, senses, symbol, analogy, the Four Elements....etc. Since elements of the psychic transformation run parallel with those of alchemy, I thus establish the intimate relationship between the psyche and alchemy. As an alchemic crucible which allows this complicate transformative procedure to operate like a well designed drama, As I Lay Dying is indeed a novel excavating the depth of transformation.
Ndwandwe, Hummingfield Charles Nkosinathi. "Reading 1 John in a Zulu context hermeneutical issues /." Diss., 2000. http://upetd.up.ac.za/thesis/available/etd-10092001-112119.
Повний текст джерелаCockcroft, Katherine Alexandra Sarah. "The development of phonological and reading skills in English and Afrikaans children." Thesis, 1998. http://hdl.handle.net/10539/22831.
Повний текст джерелаPhonological awareness, or the ability to manipulate sounds, has been found to be highly correlated with the acquisition of reading skills. This awareness may be influenced by the orthography or language system in which the child is learning to read. In addition, different aspects of phonological awareness may also apply to different stages of reading development. This study found that depth of orthography does not seem to influence initial levels of phonological awareness. After two years of reading instruction, readers of a transparent orthography are better at phoneme segmentation and blending and reading nonwords than readers of an opaque orthography. Afrikaans children appear to begin leading in an alphabetic stage using a nonlexical strategy of grapheme-phoneme conversion. English beginner readers seem to start reading using predominantly a logographic strategy of visual word recognition. It also seems that some levels of phonological awareness such as onset/rime detection and syllable manipulation are acquired spontaneously by prereaders of both languages, but that the manipulation of phonemic units is dependent on the acquisition of literacy. The introduction of literacy training and/or the maturation of the children's phonological systems results in a change to a greater awareness of small phonemic units than larger units.
AC2017
Van, Rensburg Hanré Janse. "Ritual functions of the Book of Relevation: hope in dark times." Thesis, 2016. http://hdl.handle.net/10500/22678.
Повний текст джерелаNew Testament
D. Th. (New Testament and Early Christian Studies)
Van, der Merwe Anna Susanna Petronella. "Postkolonialiteit in die twintigste- en een-en-twintigste-eeuse Afrikaanse drama met klem op die na-sestigers." Thesis, 2003. http://hdl.handle.net/10500/1219.
Повний текст джерелаIn this thesis the term post-colonialism in the Afrikaans drama is investigated, focussing on the post-sixties. The term post-colonialism is difficult to define. Not only are theories of post-colonialism in a state of continuous flux and shifting emphasis, but as a result of different colonial dominations, separate identities have been constructed in South-Africa; so that defining the terms colonial, post colonial and post-colonial proves to be even more problematic. The purpose of this study is to determine to what extent the Afrikaans drama fits into these discourses. The basic point of departure is the fact that post-colonialism played a considerable role in the development of the Afrikaans drama, at the same time providing a more varied scope. The research covers several aspects of post-colonialism in Afrikaans drama; each dealt with in a separate chapter. A multitude of perspectives are featured within the broader discourse in order to obtain multiple norms and standards in a phase of self-criticism. The focus falls mainly on themes and not on performance aspects. New perspectives on issues such as canon texts, silence, hero-worship, the portrayal of woman, patriarchy, and neo-colonialism are presented (chapter 1). In chapter 2 focus falls on the period before 1960, and notably the question of nationalism (associated with apartheid) and the portrayal of the Afrikaner. The literary canon, forms of violence and the position of the super-Afrikaner are viewed in a new light during the re-writing of post-colonial history and the resulting paradigm shifts after 1960. Renewed emphasis is placed on discourse concerning land (chapter 3). Contrasting concepts regarding race, class, language, gender and religion are reconsidered in order to contribute towards the heterogeneous nature of post-colonialism (chapter 4). The function of theatre is to re-evaluate in the context of a post-1994 democratic system. Texts now focus especially on empowerment, re-discovery and re-ordering of history, reconciliation, inter-cultural contact and a post-apartheid syndrome (chapter 5). Anti-hegemonic resistance in Afrikaans literature since the sixties has confronted writers with the challenge of depicting or creating a larger post-colonial reality through their texts.
Afrikaans & Theory of Literature
D. Litt. et Phil. (Afrikaans)
Stasko, Carly. "A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and Healing." Thesis, 2009. http://hdl.handle.net/1807/18109.
Повний текст джерелаWang, Lurong. "Immigration, Literacy, and Mobility: A Critical Ethnographic Study of Well-educated Chinese Immigrants’ Trajectories in Canada." Thesis, 2011. http://hdl.handle.net/1807/27608.
Повний текст джерела