Dissertations / Theses on the topic 'Literary manifestos'

Tese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Literatura
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Esta tese tem como objetivo analisar "l'arte di far manifesti" de F.T. Marinetti. Em um primeiro momento contextualiza-se o surgimento do futurismo com o intuito de proceder uma leitura de caráter geral do Marinetti pré-futurista e futurista, passando pela gestação do movimento na revista Poesia. Em um segundo momento busca-se, com o apoio da teoria dos gêneros literários, definir quais são os procedimentos dominantes que caracterizam um manifesto do futurismo italiano. Por fim, são apresentados e analisados alguns dos manifestos do futurismo italiano, tais como o Fondazione e manifesto del futurismo e o Manifesto tecnico della letteratura futurista em base, principalmente, às reflexões de Giovanni Lista e de Claudia Salaris, bem como são abordados seus desdobramentos.
This thesis has as its objective to analyze "l'artedifarmanifesti" by F.T. Marinetti. Firstly, the outbreak of futurism is contextualized with the aim to conduct a reading of general characteristics of the pre-futuristic and futuristic Marinetti, passing through the gestation of the movement in the magazine Poesia. Secondly, with the support of the theory of literary genres, there is a tentative move to define the prevailing procedures which characterize a manifesto of Italian futurism. At last, some manifestos of the Italian futurism are presented and analyzed, such as the Fondazione e manifesto del futurismo and the Manifesto tecnicodellaletteratura futurista in basis, mainly with regard to the reflections of Giovanni Lista and of Claudia Salaris, added to the approach of the unfolding of the manifestos.

This is a book of short stories with a critical introduction. In theme, the stories seek to find the border between the Midwest and the Southwest of America by focusing on Ohio and Arizona. Some of the stories seek to exemplify “experimental” fiction, while the critical introduction seeks to define “experimental.” In addition, the introduction theorizes about the role of setting in linking collections and characterization.

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The objective of the following essay is to analyze the notion of magnetic fields between dream and reality, portrayed in the Surealism Manifesto of 1924 by Andre Breton (1896-1966), throughout inquiries on the theory of the unconscious of Sigmung Freud and the French modern poetic experience present in Charles Baudelaire (1821-1867), Arthur Rimbaud (1854-1891) e Paul Valéry (1871-1945). This careful reading of the propositions of André Breton s Manifesto lies upon the concept of surreality , restoring the author´s poetic-aesthetic notions in light of the experience of the First World War (1914-1918)
A presente dissertação visa analisar a noção de campos magnéticos entre sonho e realidade, a surrealidade , expressa por André Breton (1896-1966) no Manifesto do Surrealismo de 1924, através das indagações da teoria do inconsciente de Sigmund Freud e da experiência poética moderna francesa presente em Charles Baudelaire (1821-1867), Arthur Rimbaud (1854-1891) e Paul Valéry (1871-1945). A leitura atenta sobre as proposições de André Breton neste Manifesto debruça-se sobre o conceito de surrealidade , resgatando as noções estético-poéticas do escritor francês à experiência vivida durante a primeira guerra mundial (1914-1918)

I mitt arbete har jag utforskat det konstnärliga religiösa arvet och hur bilder, symboler och fysiska föremål är grundläggande för kulturellt konsensus. Jag har utforskat fenomenet i gemensam tro på något övernaturligt och abstrakt med hjälp av klädkoder, måleri, skulptur, text och rumslig gestaltning. Inspirationen har jag tagit från bland annat kyrkobyggnadens sceniska egenskaper, där föreställningar tar plats. Ett annat tema i verket är kopplingarna till ritualen och innebörden i handlingen, liksom betydelsen av ord och bilder för människors förmåga att forma en tro på något immateriellt. Upplevelse och inlevelse är viktiga delar i vidareförandet av budskap, både inom konst och religion. Min intention med det här verket är kort sagt ett experiment och en parafras på religiös visuell kommunikation, och att jag försökt samla den kärnfulla symboliken som blivit bevarad i det, utifrån min egen tolkning och erfarenhet. Vem eller vilka det här är för är egentligen inte det viktigaste i min mening, utan jag ser det som ett personligt undersökande av något som intresserar mig och förhoppningsvis andra med.

Informationist Science Fiction theory provides a way of analysing science fiction texts and narratives in order to demonstrate on an informational basis the uniqueness of science fiction proper as a mode of fiction writing. The theoretical framework presented can be applied to all types of written texts, including non-fictional texts. In "Informationist Science Fiction Theory and Informationist Science Fiction" the author applies the theoretical framework and its specific methods and principles to various contemporary science fiction works, including works by William Gibson, Neal Stephenson and Vernor Vinge. The theoretical framework introduces a new informational theoretic re-framing of existing science fiction literary theoretic posits such as Darko Suvin's novum, the mega-text as conceived of by Damien Broderick, and the work of Samuel R Delany in investigating the subjunctive mood in SF. An informational aesthetics of SF proper is established, and the influence of analytic philosophy - especially modal logic - is investigated. The materialist foundations of the metaphysical outlook of SF proper is investigated with a view to elucidating the importance of the relationship between scientific materialism and SF. SF is presented as The Fiction of Veridical, Counterfactual and Heterogeneous Information.

Master of Philosophy (MPhil)
Informationist Science Fiction theory provides a way of analysing science fiction texts and narratives in order to demonstrate on an informational basis the uniqueness of science fiction proper as a mode of fiction writing. The theoretical framework presented can be applied to all types of written texts, including non-fictional texts. In "Informationist Science Fiction Theory and Informationist Science Fiction" the author applies the theoretical framework and its specific methods and principles to various contemporary science fiction works, including works by William Gibson, Neal Stephenson and Vernor Vinge. The theoretical framework introduces a new informational theoretic re-framing of existing science fiction literary theoretic posits such as Darko Suvin's novum, the mega-text as conceived of by Damien Broderick, and the work of Samuel R Delany in investigating the subjunctive mood in SF. An informational aesthetics of SF proper is established, and the influence of analytic philosophy - especially modal logic - is investigated. The materialist foundations of the metaphysical outlook of SF proper is investigated with a view to elucidating the importance of the relationship between scientific materialism and SF. SF is presented as The Fiction of Veridical, Counterfactual and Heterogeneous Information.

Wayne Bradshaw used literary and historical research techniques to explore connections between the mid-nineteenth-century German philosopher, Max Stirner, and the development of avant-garde and modernist manifestos in Europe and England. He confirmed that Stirner's ideas about individuality helped to justify manifesto writing practices throughout the early twentieth century.

The aim of this study was to identify how historical literacy manifested itself in Grade 10 history textbooks. The use of two distinct time periods was used in my study to chart the changes in history education, in South Africa. Pre-1994 detailed the nature of history education and history textbooks during the times of the Boer and British Republics to apartheid era history education. Post-1994, on the other hand, depicted the change, or lack thereof, of history education and history textbooks from the 1994 democratic elections to its current state. Despite the changes in history education between the two eras, the use of history textbooks was, in the context of this study, the vehicle to deliver the curriculum. In the light of the progression of history education and its link to history textbooks, the purpose of this study was threefold, which was purported through the use of three research questions, namely to firstly ascertain what kind of historical literacy was envisaged by the NCS – history. Secondly, to examine the views of history textbook authors concerning their opinion of school history (historical literacy). Thereafter, it was imperative to analyse Grade 10 textbooks in order to ascertain how historical literacy manifested itself therein so as to satiate the question of the thesis. My data sources were the National Curriculum Statement for history (2003), Grade 10 history textbook authors and three Grade 10 history textbooks. The methodology was qualitative and informed by an interpretivist approach. Open coding and Fairclough’s (2005) analytic instrument for discourse analysis was applied to data. Thereafter, a deeper conceptual understanding of historical literacy was engendered through the use of the Toolkit for Historical Literacy. Historical literacy is a complex process wherein a number of criteria facilitated the concept. Attainment of these factors of historical literacy would ensure mastery of the discipline. Historical literacy comprised of historical content knowledge which was a balance between knowing information as well understanding the past. Multiple sources, together with historical skills and historical concepts were vital for historical literacy to construct and evaluate knowledge. In addition, historical literacy furthered a case for developing a moral and ethical framework wherein the past could be judged. Historical consciousness, born of historical literacy, allowed for learners to make a connection with the past. Furthermore, historical literacy encompasses a number of modern concepts for the case of historical literacy, namely ICTunderstandings and representational expression. Therefore, historical literacy should be multi-disciplinary and multi-dimensional. The findings of this study were numerous. Historical skills, historical concepts, understanding and knowing the past, moral judgements in history and a source-based methodology was the encompassing form of historical literacy from the Grade 10 history textbook authors. At the core of historical literacy in Grade 10 history textbooks, are the role of the historian and the political influence of the NCS - history. The NCS - history endorsed all history textbooks in South Africa. The Grade 10 history textbooks revealed a potentially alarming factor for the case of historical literacy. The historical literacy advocated by the Grade 10 history textbooks is a far cry from the international version of historical literacy. No modern features of historical literacy were represented (ICT-understandings, representational expression, applied science, contention and contestability and historical consciousness). Moreover, more traditional features of historical concepts of change, cause and effect as well a means of morally judging the past through empathy are missing or not appropriately dealt with. Historical literacy in Grade 10 history textbooks is functional in terms of sourcing, contextualising and corroborating information so as to understand an event rather than know it. Historical skills are needed to complete this process. Ultimately, the type of historical literacy found in Grade 10 history textbooks is reminiscent of the Schools History Project. Historical literacy in South African Grade 10 history textbooks is not evolving or dynamic and it does not meet the requirements of the international version of historical literacy. However, it does partially satisfy the NCS - history requirements for historical literacy.
Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2009.

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2008.
Source: Dissertation Abstracts International, Volume: 69-11, Section: A, page: 4215. Adviser: Elizabeth M. Delacruz. Includes bibliographical references (leaves 282-307) Available on microfilm from Pro Quest Information and Learning.

For school libraries to sufficiently contribute to better information skills’ development and creation of a culture of lifelong learning among students, they require backing through well articulated policies both at national and individual school level. This study investigated the prevailing status of school libraries in public secondary schools in Nairobi County, Kenya. Using a survey research design, with a response rate of 68% for school principals and 66% for school librarians, this study established that although the majority of the schools had school libraries, these were individual schools’ efforts. There were no government policies on school libraries and most of the schools lacked explicit library policies. Additionally, they had not embraced contemporary trends in technology and the major impediment was lack of financial support. The study concluded that school libraries in Nairobi County were inadequately resourced and supported and recommended that the government of Kenya should come up with national policies that will entrench school libraries in the education system.
Information Science
MA (Information Science)