Relevant bibliographies by topics / Characters- Winnie the Pooh

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  2. Dissertations / Theses
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Academic literature on the topic 'Characters- Winnie the Pooh'

Author: Grafiati
Published: 4 June 2021
Last updated: 27 January 2023

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Journal articles on the topic "Characters- Winnie the Pooh"

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Syahidah, A. Arini. "The Untruth Friendship and Starvation in Milne’s Winnie-the-Pooh." ELS Journal on Interdisciplinary Studies in Humanities 2, no. 1 (2019): 24–38. http://dx.doi.org/10.34050/els-jish.v2i1.6233.

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This research aims to explore (1) the untruth friendship of Winnie-the-Pooh and (2) its advice for solving starvation of human being in Milne’s Winnie-the-Pooh. The research is a descriptive qualitative method with the support of semiotic approach. It uses smoke-fire concept in Pierce’s Index to look after Aristotle’s 8 characteristics of friendship. Those are explored through Winnie-the-Pooh novel as a primary data and Nicomachean Ethics, book of sociology, and dictionaries as a secondary data. The research discover the untruth is over 4 acts of characters. It keeps some friendship characteristics within. Therefore, those 4 acts directs a man to get a help of a friend.
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Hart, Karen. "In character." Early Years Educator 22, no. 6 (2021): S12—S13. http://dx.doi.org/10.12968/eyed.2021.22.6.s12.

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Davies, Sarah. "Hooray For Pooh." Early Years Educator 23, no. 3 (2021): S8—S9. http://dx.doi.org/10.12968/eyed.2021.23.3.s8.

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Adams, Jennifer R. "Using Winnie the Pooh Characters to Illustrate the Transactional Analysis Ego States." Journal of Creativity in Mental Health 4, no. 3 (2009): 237–48. http://dx.doi.org/10.1080/15401380903192721.

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Kamalakshan, Krishnapriya, and Sumathy K. Swamy. "The Paradox of Gender Performativity in Winnie-the-Pooh." Boyhood Studies 15, no. 1-2 (2022): 94–102. http://dx.doi.org/10.3167/bhs.2022.15010206.

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In a heteronormative society, boys and girls are trained to dress and act in ways regarded appropriate for their respective genders. Even during play, a boy is expected to indulge only in activities that are traditionally considered masculine. A. A. Milne was inspired by his son’s pretend play to write the Pooh books. From the illustrations in the book, which were modeled upon the real Christopher Robin and his toys, and various biographical material on the Pooh books, it can be discerned that the young boy was dressed in a gender-nonconforming fashion. This article probes this paradox of gender performativity in Christopher Robin’s character in Winnie-the-Pooh (1926), wherein the child performs acts considered masculine in his imaginative play, while going against gender norms in his real-life appearance.
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Alkahlan, Hessa, Afnan Al-Dossari, and Leena Al-Qahtani. "The Iceberg Theory: A Critical Reading of A.A Milne’s Tale Winnie The Pooh (1926)." International Journal of Language and Literary Studies 2, no. 2 (2020): 242–55. http://dx.doi.org/10.36892/ijlls.v2i2.243.

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The paper tackles Earnest Hemingway’s theory “The Iceberg Theory”, with an emphasis on the omission technique, through which the tip of the Iceberg is seen; omitting what is underneath the surface, the undetected mass. The study examines the possible influence of Edgar Allan Poe, who is known to be conscious of the "Theory of Omission" before Hemingway. Sigmund Freud’s psychological perspective, as well, for he studied the different levels of the unconscious entity of his patients. The research concludes with an analysis of the life of A.A Milne and his tale “Winnie the Pooh”, its characters’ true nature, and a possibility of each one of them having underlying purposes unintentionally set by the author to represent different psychological disorders.
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Павловна, Невзорова Наталья. "«ПАМЯТЬ ЖАНРА» И ЕГО МЕТАМОРФОЗЫ В АВТОРСКОЙ СКАЗКЕ A.А. МИЛНА". Acta Neophilologica 1, № XX (2018): 81–93. http://dx.doi.org/10.31648/an.2688.

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“GENRE MEMORY” AND ITS METAMORPHOSISIN A LITERARY TALE BY A.A. MILNEThe nucleus of Milne’s literary tale dilogy (Winnie-the-Pooh and The House at the Pooh Corner) is an archaic folklore-mythological spatio-temporal structure and its specific subject realization that have proved capable of development, metamorphosis, synthesis with other deep structures and have led to the formation of literary genresof a neo-mythological character – literary tale, story and fantasy.In Milne’s tales there is no traditional struggle between Good and Evil, there are practically no “miraculous” objects and magical powers. The action is not based on the confrontation between the two sides, representing different moral principles (as ina traditional fairy tale), but involves the transition of the hero, Christopher Robin, from the world of childhood to the adult world, acquiring a higher social status,the development of abilities and skills of various characters to solve different life problems, first at the level of choice of options from the accumulated empirical experience, and then at the level of abstraction from real specifics to the skills of logical analysis and mastering written speech and the basics of mathematics. This results in the acquisition of a new level of knowledge and the development of a new way of understandingof the world (the creation of the cosmos from chaos).
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Stańczyk, Ewa. "Cartoon characters, equality nurseries and children’s ‘best interests’: On childhood and sexuality in Poland." Sexualities 21, no. 5-6 (2017): 809–24. http://dx.doi.org/10.1177/1363460717699781.

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The aim of this article is to explore the intersections of childhood and sexuality as they come to light in a variety of public arenas. Looking at three case studies from Poland, I explore how spaces culturally assigned to childhood become symbolically ‘invaded’ by contexts that are stereotypically associated with adulthood. In particular, I analyse the debate about the popular children’s television series Teletubbies that raged in Poland in 2007 and the more recent discussions surrounding the opposition to the naming of a playground in the provincial town of Tuszyn after Winnie-the-Pooh. Moreover, I look at the educational programme on gender equality that has been implemented in some Polish nurseries since 2011 and the anxiety it generated at both political and social levels. I place these debates in the political context of Poland, pointing to the continued supremacy of the conservative right as one of the defining factors in these contentious debates.
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Bange, Stephanie. "Biscuit and Peter and George—Oh My! Tales of a Children’s Book Doll Collector." Children and Libraries 15, no. 4 (2017): 27. http://dx.doi.org/10.5860/cal.15.4.27.

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My name is Stephanie, and I am a collector. What are my favorite things to collect? That’s easy—dolls! I bought my first Barbie when I was six years old. I was given a doll from Morocco at age seven. To this day, I continue to collect both Barbies and international dolls, but my third collection now numbers eight hundred dolls. During my first year as an elementary school librarian in 1979, I began to collect dolls based on characters from children’s books.I wanted to add some zip and zing to class visits at my school library. The previous school librarian had plugged boys and girls into listening stations with worksheets each time they came to the library. I felt my students were missing out by not hearing fantastic tales from exotic places and visiting magical worlds of wonder.Bottom line, I wanted them to experience the joy found within the covers of books. That’s when the first dolls from children’s books—Corduroy, Curious George, the Cat in the Hat, and Winnie-the-Pooh—found their way into my shopping basket and my storytelling repertoire.
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Зульфия, Сазыкулова. "СТИЛИСТИЧЕСКИЕ ОСОБЕННОСТИ ПЕРЕВОДА С АНГЛИЙСКОГО ЯЗЫКА НА РУССКИЙ". Vestnik Bishkek Humanities University, № 49 (29 листопада 2019): 48–50. http://dx.doi.org/10.35254/bhu.2019.49.13.

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Аннотация: Статья посвящена стилистическим особенностям перевода с английского языка на русский на материале художественного текста сказки "Винни Пух и все -все – все". Сделан анализ произведения А. Милна «Винни – Пух и все -все – все» с точки зрения языковой структуры, а точнее фонетические и стилистические особенности. В этой статье Алан Милн использовал ассонансы, аллитерации и звукоподражания с целью создания благозвучных звуковых картин, на котором действуют герои сказки. Также здесь даются кратко поэтические отрывки Рифмы и Ритмы. Эпитеты, тропы и неологизмы создают яркую картину языкового содержания текста. В статье рассказывается, что животные могут говорить и делают человеческие дела, как люди. Ключевые слова: переводчик, герой, художественный стиль, автор, перевод, информация, иностранный язык, детская литература, текст. Аннотация: Англис тилинен орус тилине которулган (Алан Милндин Винни – Пух жомогу) котормонун стилистикалык өзгөчөлүктөрү. Винни – Пух жомогу тилдик структура өңүтүнөн анализ алынды, тагыраак айтканда, аталган жомоктун котормосунун фонетикалык стилистикалык өзгөчөлүктөрү каралды. Бул макалада Алан Милн ассонанс, аллитерация жана сөз туурандылары жашы угулушу үчүн колдонгон. Бул макалада поэтикалык үзүндүлөр рифмалар жана ритмдер жазылган. Троптун түрлөрү баяндоонун боектуулугун арттырат. Бул макалада жаныбарлар адамча кыймыл-аракеттерин жасашканы жана адамча сүйлөшкөнү берилген. Түйүндүү сөздөр: котормочу, каарман, көркөм, которуу, маалымат, чет тил, адабият, текст. Annotation: This article is about the stylistic peculiarities of translation from En- glish language into Russian (on the material of literary text Winnie – the – Pooh and all – all - all). In terms of language structure, the analysis of A. Milne’s work is done or rather phonetics and stylistics features. The author of this fairy tale used assonances, alliterations and sound imitations to make harmonious pictures, on which the characters of the fairy tale act. It is shortly giving there poetical passages rhymes and rhythms. Epithets, trops and neologisms are giving very brightly picture. It is telling in this article that animals can speak and do human being deeds like people. Key words: translator, hero, literary style, author, translate, information, foreign language, children`s literature, text.
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Dissertations / Theses on the topic "Characters- Winnie the Pooh"

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Larsson, Jessica. "”’It’s a Missage,’ he said to himself, ‘that’s what it is.” : Morals in A.A.Milne’s Winnie-the-Pooh and the House at Pooh Corner." Thesis, Karlstad University, Faculty of Arts and Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-1582.

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<p>This essay focuses on morals and different moral stages of the characters in A.A.Milne’s Winnie-the-Pooh and the House at Pooh Corner. The books about Winnie-the-Pooh are children’s books and like most books written for children, they contain valuable lessons that are meant to teach children something, usually something about morals. Both Winnie-the-Pooh and The House at Pooh Corner demonstrate, as I will discuss, different kinds of morals, which vary between different characters. The method I use is a close reading of Milne’s books about Winnie-the-Pooh, applying to them theories from Jean Piaget and other authorities on cognitive development and moral behavior. The result of my research points to different moral stages of the characters and the different lessons there are to learn from them. Utilizing Piaget’s theories on cognitive development, my conclusion is that some of the characters represent the adult world and mature adult behavior and some of the characters are more immature and behave as children. For the young reader, there are thus lessons to learn both from the representatives of the adult world and from the experience of children.</p>
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Walsh, Anna-Claire. "The healing space : intersubjectivity, gender & bibliotherapy in Winnie-the-Pooh, The house at Pooh Corner, The wind in the willows and Peter Pan." Thesis, Edith Cowan University, Research Online, Perth, Western Australia, 2006. https://ro.ecu.edu.au/theses/348.

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This thesis carries out a detailed analysis of three examples of canonical English children's fantasy literature using Jesslca Benjamin's psychoanalytic feminism as a 'theoretical framework. , Applied to close readings of chosen texts, Benjamln's concepts offer Important Inslghts Into understandlrig childhood development, relationship dynamics and gender issues. Furthermore, Benjamln's Intersubjective,theory has Implications for litarary uses of psychoanalysis, and for using books as therapeutic mediums In the practice of bibliotherapy.
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Pettersson, Timothy. "Interpreting The Denizens of The Hundred Acre Wood : Freudian & Lacanian psychoanalytical concepts in Winnie-The-Pooh." Thesis, Växjö University, School of Humanities, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:vxu:diva-5593.

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<p>In this paper I have strived to provide a new view on a timeless classic of children’s literature, Winnie-The-Pooh. In psychoanalytic literary criticism concepts and theories of psychoanalysis is implemented while interpreting literature; in this paper, I have interpreted the novel incorporating concepts of the psychoanalytic schools of Sigmund Freud and Jacques Lacan while arguing that the denizens of the Hundred Acre Wood are manifestations of parts of the narrator’s unconscious. The first two sections of the paper present the theories and concepts of the two major schools of psychoanalysis as an introduction aimed at increasing the readability of the interpretation. The individual interpretations of each character are then presented separately, every section in some way involving psychoanalytic theory. Kanga, Roo, Piglet, Winnie-the-Pooh, Christopher Robin, Rabbit, Owl and Eeyore are shown to be repressed memories, feelings or thoughts. Included theoretical concepts are the Oedipus complex, the sexual development of infants, the journey of children towards consciousness, Lacanian desire and lack, Freudian dream interpretation and the conception that the unconscious is structured as language, among others.</p>
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Henderson, Cynthia Joy. "Winnie Verloc and Heroism in The Secret Agent." Thesis, University of North Texas, 1993. https://digital.library.unt.edu/ark:/67531/metadc500940/.

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Winnie Verloc's role in "The Secret Agent" has received little initial critical attention. However, this character emerges as Conrad's hero in this novel because she is an exception to what afflicts the other characters: institutionalism. In the first chapter, I discuss the effect of institutions on the characters in the novel as well as on London, and how both the characters and the city lack hope and humanity. Chapter II is an analysis of Winnie's character, concentrating on her philosophy that "life doesn't stand much looking into," and how this view, coupled with her disturbing experience of having looked into the "abyss," makes Winnie heroic in her affirmative existentialism. Chapters III and IV broaden the focus, comparing Winnie to Conrad's other protagonists and to his other female characters.
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Eilittä, T. (Tiina). "“There’s Kanga:she isn’t Clever, Kanga isn’t, but she would be so anxious about Roo that she would do a good thing to do without thinking about it.”:heteronormativity and gender roles in A. A. Milne’s Winnie-the-Pooh (1926)." Bachelor's thesis, University of Oulu, 2016. http://urn.fi/URN:NBN:fi:oulu-201602021101.

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This thesis examines the heteronormativity and gender roles in A. A. Milne’s popular children’s book Winnie-the-Pooh (1926). The research question is “To what extent is A. A. Milne’s Winnie-the-Pooh (1926) portraying heterosexuality as norm?” Winnie-the-Pooh (Milne, 1926) was used as a data corpus and analysed using Braun and Clarke’s (2006) model of thematic analysis. One of the main themes examined was masculinity, which was further divided into themes such as social hierarchy and active boys. Another main theme was femininity, which examines Winnie-the-Pooh’s (Milne, 1926) only female character Kanga as a mother and as a passive and less intelligent character. The findings of this thesis suggest that A. A. Milne’s Winnie-the-Pooh (1926) portrays heterosexuality as norm for most part of the data corpus.
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Zárate, Christian. "Filosofin i barn- och ungdomslitteraturen : en studie kring filosofiska tankegångar i Nalle Puh, Liftarens guide till galaxen, Hungerspelen och Flugornas herre." Thesis, Högskolan Väst, Avd för utbildningsvetenskap och språk, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-8958.

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Uppsatsen syftar till att undersöka om barn och ungdomslitteraturen tillägnat sig filosofiska tankegångar och hur detta har utryckts i fyra skönlitterära verk. Barnlitteraturen används i skolan framförallt för att öka läsförståelse och ordkunskap. I denna studie har jag pekat på att litteraturen även kan föra fram filosofiska idéer. Uppsatsen kan fungera som en vägvisare till hur filosofiska idéer kan hämtas från skönlitteraturen och på så sätt exemplifiera dessa med hjälp av litteraturen, men också hur vi på samma sätt kan göra litteraturen mer begriplig med hjälp av filosofiska exempel. Uppsatsen har visat att barnlitteraturen innehåller djupa och intressanta filosofiska tankegångar. Både äldre och nyare barnlitteratur kan därför med fördel användas i skolan för att introducera filosofiska begrepp på ett stimulerande sätt.
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Dohmen, Lizette. "A bear of very little brain : positive psychology themes in the stories of Winnie the Pooh." Diss., 2016. http://hdl.handle.net/10500/22055.

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The aim of this study is to discover to what extent and in what way Peterson and Seligman’s (2004) twenty-four character strengths are present in Winnie the Pooh storybooks, and how they are depicted. Character strengths are a well-known theory in positive psychology and the analysis of children’s literature is a respected genre. A qualitative examination of the text was conducted using content and thematic analyses to extract examples of the strengths. The exemplars were coded and recoded before being subjected to a peer and supervisor review. The excerpts indicated that all strengths are depicted in the text, but Pooh is the only character to exhibit them all. A discussion of the findings revealed that no single strength could be deemed more prominent as they are intrinsically interconnected. It is recommended that the findings be reworked into a training manual for guardians to foster character strengths in young children.<br>Psychology<br>M.A. (Psychology)
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Li, Xiaoyu. "Winnie-the-Pooh theme park." 2012. http://hdl.handle.net/1993/5272.

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Theme parks have a long history. Throughout this history, they have experienced two major growth spurts, in the 1920s and in the 1960s. The best-known contemporary theme parks are the Disney facilities, the first of which officially opened in Anaheim, California in 1955 and, as part of that second period of growth, changed the amusement industry beyond recognition. Since then, the theme park industry in the United States has grown dramatically. Winnipeg is recognized as the hometown of Winnie-the-Pooh. This begs the question of why there are no activities or events in Winnipeg that celebrate this figure. This practicum will analyze two books in the Winnie-the-Pooh series - Winnie-the-Pooh and The House At Pooh Corner and identify the significant storylines that might be represented in a themed parkland setting. The proposed site is in Assiniboine Park to the west of downtown of Winnipeg. The practicum is based on the methods outlined in Miodrag Mitrasinovic's Total Landscape, Theme Parks, Public Space. In that book Mitrasinovic addresses the properties of what he calls "privately-owned publicly accessible space in themed mode" (PROPASt) as a model for an holistic approach to the creation of public space. The proposed site will designed as a theme-based year round area within Assiniboine Park.
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Labreche, Raul Francis. "Winnie-the-Pooh a production analysis /." 1985. http://catalog.hathitrust.org/api/volumes/oclc/12777063.html.

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Thesis (M.F.A.)--University of Wisconsin--Madison, 1985.<br>Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 47).
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Schwerdt, Marc Stan. "Winnie-the-Pooh and Lincoln, too children's literature as civic education /." 2006. http://etd.utk.edu/2006/SchwerdtMarc.pdf.

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Books on the topic "Characters- Winnie the Pooh"

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Robbins, Glyn. Winnie-the-Pooh. S. French, 1990.

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Milne, A. A. Winnie-the-Pooh. Dutton Children's Books, 1988.

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Milne, A. A. Winnie-the-Pooh. Ishi Press International, 2011.

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Milne, A. A. Winnie-the-Pooh. McClelland & Stewart, 2000.

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Milne, A. A. Winnie-the-Pooh. Dutton Children's Books, 2001.

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Milne, A. A. Winnie-the-Pooh. 3rd ed. Yearling, 1985.

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Milne, A. A. Winnie the Pooh. Puffin Books, 1992.

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Milne, A. A. Winnie-the-Pooh. Dutton Children's Books, 1991.

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Milne, A. A. Winnie the Pooh. Puffin Books, 1992.

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Milne, A. A. Winnie-the-Pooh. E.P. Dutton, 1988.

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Book chapters on the topic "Characters- Winnie the Pooh"

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Hunt, Peter. "Winnie-the-Pooh and Domestic Fantasy." In Stories and Society. Palgrave Macmillan UK, 1992. http://dx.doi.org/10.1007/978-1-349-22111-0_8.

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Schmidt, Johann N. "Milne, A. A.: Winnie-the-Pooh." In Kindlers Literatur Lexikon (KLL). J.B. Metzler, 2020. http://dx.doi.org/10.1007/978-3-476-05728-0_14330-1.

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O’Sullivan, Emer. "Winnie-the-Pooh und der erwachsene Leser: die Mehrfachadressiertheit eines kinderliterarischen Textes im Übersetzungsvergleich." In Kinderliteratur im interkulturellen Prozeß. J.B. Metzler, 1994. http://dx.doi.org/10.1007/978-3-476-03522-6_11.

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Frost, Warwick. "18. From Winnie-the-Pooh to Madagascar: Fictional Media Images of the Zoo Experience." In Zoos and Tourism, edited by Warwick Frost. Multilingual Matters, 2010. http://dx.doi.org/10.21832/9781845411657-024.

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Chances, Ellen. "13. Text and Context II. Dostoevsky’s Notes from Underground Revisited, Plus a Few Thoughts about Winnie-the-Pooh." In Teaching Nineteenth-Century Russian Literature, edited by Deborah Martinsen, Cathy Popkin, and Irina Reyfman. Academic Studies Press, 2019. http://dx.doi.org/10.1515/9781618113603-017.

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Varga, Donna. "Winnie:." In Positioning Pooh. University Press of Mississippi, 2021. http://dx.doi.org/10.2307/j.ctv1s5nx82.5.

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Varga, Donna. "Winnie." In Positioning Pooh. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496834102.003.0002.

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In this chapter, Donna Varga explores the Canadian origins of the original Winnie-the-Pooh, in the history of the bear named Winnie rescued from a trapper in White River, Canada. It also explored later attempts to re-patriotize Winnie-the-Pooh within a Canadian context. Finally, it explores the extent to which Winnie’s animal nature is erased by the Winnie-the-Pooh narratives she is linked to.
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De Roover, Megan. "Bringing Winnie Home:." In Positioning Pooh. University Press of Mississippi, 2021. http://dx.doi.org/10.2307/j.ctv1s5nx82.9.

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De Roover, Megan. "Bringing Winnie Home." In Positioning Pooh. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496834102.003.0006.

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In this chapter, Megan De Roover examines the Canadian context of the Winnie-the-Pooh stories, including the narrative of Harry Colebourn’s relationship with the black bear Winnie. It situates this history in the context of Canadian nationalism. It also situates both the Pooh stories and the Winnie story within the wider context of bear conservation in Canada.
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Tsang Chun Ngai, Jonathan. "The Curious Disappearance of Christopher Robin." In Positioning Pooh. University Press of Mississippi, 2021. http://dx.doi.org/10.14325/mississippi/9781496834102.003.0005.

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Christopher Robin has long occupied a central role in the Winnie-the-Pooh world. In this chapter, Tsang Chun Ngai, Jonathan focuses on an attraction in Hong Kong Disneyland, The Many Adventures of Winnie-the-Pooh. It examines how the employment of narratological tools to analyze a thematic park ride may offer new insights into the way attractions engage with their audiences and how they offer a range of subject positions.
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