Dissertations / Theses: 'Literature and Complexity'

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Sartori, Renata Coelho. "A etnopo?tica de Iracema: di?logo, ci?ncia e literatura." Universidade Federal do Rio Grande do Norte, 2013. http://repositorio.ufrn.br:8080/jspui/handle/123456789/13818.

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Made available in DSpace on 2014-12-17T14:20:28Z (GMT). No. of bitstreams: 1 RenataCS_TESE.pdf: 5064843 bytes, checksum: 5e36bceeff073b787fe64a2760ed5455 (MD5) Previous issue date: 2013-03-19 Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior Literary works are thought provokers that make it possible to access several forms to view the world and reality. They provide diversified points of view and infinite connections. In a particular way, among all the other forms of art expression literature is considered to be the closest to life, once it is able to reconnect all human dimensions emotional, rational, mystic, personal, universal, corporal, historic, mythical. This thesis aims at offering some reflections about the frontiers and bridges between science and literature aiming at understanding the complexity that guides them. It presents a new reading of Iracema novel: Cear? tale of Jos? de Alencar from a meticulous incursion through new ways and natural spaces interwoven by Alencar. It tries to hear the echoes of this indianist novel in the university students today. In a broader context, it creates arguments that question the multiple threadsthat join science and literature so that a science of complexity arises distinguishing but not separating the innumerous narratives about the world. For this purpose, this thesis has as interlocutors: Antonio Candido, Charles P. Snow, Edgar Morin, Emilio Ciurana, Fritjof Capra, George Steiner, Ilya Prigogine, Isabelle Stengers, Roger Chartier, Roland Barthes. The plot presented here does not limit the novel to science, but makes it a rereading of the word, of life, once this is the raw material of books. As a methodological strategy, we rebuilt Iracema?s character trips in a way to update the novel, resulting in the video documentary Iracema ways: the arid and remote interior, the plateau, the sea. Iracema novel and character enhancing dialogs that allow the dichotomy rupture between two cultures (Charles P. Snow), recognizing they are not incommunicable and revealing the core argument of the thesis: Iracema belongs to a complex category. It is a hybrid novel that is far, far away from that bluish plateau in the horizon As obras liter?rias s?o operadores do pensamento que permitem acessar formas m?ltiplas de ver o mundo e a realidade. Propicia diversos pontos de vista e infinitas conex?es. De forma particular, entre todas as formas de express?o da arte, a literatura ? considerada a mais pr?xima da vida, capaz de religar todas as dimens?es humanas - emotiva, racional, m?stica, particular, universal, corporal, hist?rica, m?tica. O objetivo da tese ? oferecer algumas reflex?es sobre as fronteiras e pontes entre ci?ncia e literatura, visando ? compreens?o da complexidade que as norteiam. Apresenta uma releitura do romance Iracema: lenda do Cear?, de Jos? de Alencar, a partir de uma incurs?o minuciosa, reconstruindo caminhos atuais e os espa?os naturais trabalhados por Alencar. Procura escutar os ecos desse romance indianista nos jovens estudantes universit?rios atuais. Em um contexto mais amplo, tece argumentos que problematizam os m?ltiplos fios que hibridam ci?ncia e literatura de modo a por em a??o uma ci?ncia da complexidade que distingue, mas n?o separa, as diversas narrativas sobre o mundo. Para tal, a tese tem como interlocutores: Antonio Candido, Charles P. Snow, Edgar Morin, Emilio Ciurana, Fritjof Capra, George Steiner, Ilya Prigogine, Isabelle Stengers, Roger Chartier, Roland Barthes. A tecitura das ideias aqui apresentadas n?o reduz o romance ? ci?ncia, mas situa-o como uma releitura do mundo, da vida, j? que esta ? mat?ria-prima do livro. Como estrat?gia de m?todo reconstru?mos as viagens da protagonista, Iracema, como forma de atualizar o romance, resultando no v?deo document?rio Caminhos de Iracema: sert?o, serra e mar. Iracema romance e personagem - instigam di?logos que possibilitam romper a dicotomia entre as duas culturas (Charles P. Snow), reconhecendo que elas n?o s?o incomunic?veis e revelando o argumento central da tese: Iracema pertence ? ordem do complexo, ? um romance h?brido que est? al?m, muito al?m daquela serra que ainda azula no horizonte

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Almeida, Alexandre Dalla Barba de. "(Re) leituras geográficas : possibilidades pedagógicas para o aprender e ensinar geografia utilizando a literatura de Júlio Verne enquanto linguagem auxiliar." reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2018. http://hdl.handle.net/10183/181437.

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A presente pesquisa visa analisar como a literatura pode contribuir na construção do conhecimento geográfico enquanto recurso auxiliar. Para alcançar esse objetivo geral, utilizamos como metodologia a articulação entre a Pesquisa Qualitativa e o método do Paradigma da Complexidade por meio dos princípios Dialógico, Hologramático e Recursivo. Nosso referencial explora os conceitos de Espaço Geográfico, Paisagem e Imaginário e busca refletir sobre o ensino de Geografia na pós-modernidade. Também investiga a vida e as obras do autor literário Júlio Verne e busca analisar historicamente o emprego da Literatura na construção do conhecimento geográfico. Inicialmente investigamos possibilidades de transformação do texto literário em texto geográfico utilizando a técnica de análise de conteúdo em obras literárias de Júlio Verne. Após, elaboramos propostas pedagógicas que envolvem as obras do referido autor concebendo-as como recurso auxiliar para a (re)construção do conceito geográfico de Paisagem e do conceito multidisciplinar de Imaginário. Por fim, aplicamos as propostas elaboradas com alunos de duas turmas de sexto ano do Ensino Fundamental da educação básica objetivando inferir se as mesmas possibilitam, ou não, a construção de conhecimento geográfico. Este trabalho demonstrou o desafio de abordar a literatura de Júlio Verne com alunos que estão no estádio operatório concreto com resquícios de egocentrismo primitivo e que demonstram dificuldades de alfabetização, tanto espacial quanto linguística. Essas questões suscitaram reflexões acerca da dependência que as disciplinas escolares possuem uma da outra. Foi possível inferir que por mais que as disciplinas que compõe os currículos escolares pareçam demonstrar certo distanciamento, elas parecem manifestar uma relação recursiva de autonomia e dependência. The present research aims to analyze how literature can help in the construction of geographic knowledge as an auxiliary resource. In order to achieve this general objective, we use as a methodology the articulation between Qualitative Research and the Paradigm of Complexity method through the Dialogic, Hologramatic and Recursive principles. Our theoretical framework explores the concepts of Geographic Space, Landscape and Imaginary and seeks to reflect on the teaching of geography in postmodernity. Also investigates the life and works of the literary author Jules Verne and seeks to analyze historically the use of Literature in the construction of the geographical knowledge. We initially investigated possibilities of transforming the literary text into geographic text using the technique of content analysis in the literary works of Jules Verne. Afterwards, we elaborated pedagogical proposals that involve the works of the quoted author conceiving them as an auxiliary resource for the (re) construction of the geographical concept of Landscape and the multidisciplinary concept of Imaginary. Finally, we apply the proposals with students of two classes of sixth grade elementary school in basic education with the purpose of inferring whether or not they allow the construction of geographic knowledge. This work has shown the challenge of approaching the literature of Jules Verne with students who are in the concrete operative stage with traces of primitive egocentrism and who demonstrate literacy difficulties, both spatial and linguistic. These questions led to reflections on the dependence of school subjects on each other. It was possible to infer that although the disciplines that make up the school curriculum seem to show some distance, they seem to manifest a recursive relation of autonomy and dependence.

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Brandstedt, Nathalie. "The Complexity of Motherhood in Dystopian Novels : A comparative study of Margaret Atwood’s The Handmaid’s Tale and Lois Lowry’s The Giver." Thesis, Högskolan i Halmstad, Akademin för lärande, humaniora och samhälle, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:hh:diva-44202.

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This study explores how motherhood is depicted in Margaret Atwood’s and Louis Lowry’s dystopian novels The Handmaid’s Tale and The Giver. It examines the negative social and psychological consequences of forced surrogacy in the novels’ state-constructed nuclear families, looking closely at a lack of maternal love and care. Using feminist and psychoanalytic criticism, this essay examines the link between the broken connection of mother and child and the protagonists’ search for maternal love in other relationships. It contrasts the protagonists’ rebellion to the social backlash effect and shows how motherhood emerges as a form of resistance against the social engineering of the dystopian societies.

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Darby, Jeannique A. "The processing of conversion in English : morphological complexity and underspecification." Thesis, University of Oxford, 2015. http://ora.ox.ac.uk/objects/uuid:17ac8ebc-82b8-4aa8-b61d-5fe9f310a09c.

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This thesis investigates a subset of the lexical items which appear to be involved in the phenomenon of conversion in English. In its most canonical form, conversion involves pairs or sets of word forms which share both their phonological (and orthographic) form as well as some element of meaning, but which seem to belong to di↵erent word classes. In this study, the focus is on the relationships (or lack thereof) between monosyllabic verbal and nominal forms in conversion pairs. The investigation takes as a starting point the patterns of linguistic behaviour within and across these pairs. The situation which is revealed is complex, but not unsystematic. Instead, it is shown that in many cases, the relationship between the nominal and verbal forms is clearly asymmetrical. In contrast to these clearer patterns, however, there are also a number of cases wherein the relationship appears to be more symmetrical in nature. In view of the complexity of the situation, the question of how to best model the linguistic behaviour of such forms has been a subject of some debate in the literature. A variety of theoretical explanations for these relationships have been proposed, though none has managed to account for the wide range of data. This study therefore suggests a mixed model, in which asymmetrically-related forms are involved in a derivational morphological process, while symmetrical forms represent inflected forms of a single lexeme which lacks a specification of word class. However, given the fertile – and in no way settled – research background, the primary contribution of this study is an experimental exploration of how these forms and the relationships between them might be synchronically represented in the mental grammar of current speakers. To that end, three behavioural experiments are conducted with a view to uncovering how di↵erent types of conversion items are processed, and how information about their processing might inform our theoretical understanding. The results of these experiments suggest that the processing of these forms is indeed in line with the patterns of symmetry and asymmetry found in their linguistic behaviour, and suggests that some conversion pairs may be involved in a derivational process, while others may not be pairs at all but rather a single, underspecified lexical entry. However, in addition to the results concerning the forms which display clearer patterns of behaviour, it is suggested that the patterns across the phenomenon of conversion as a whole may best be understood as a continuum, rather than all suggesting a single underlying pattern of mental representation.

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Ranković, Slavica. "The distributed author and the poetics of complexity : a comparative study of the sagas of Icelanders and Serbian epic poetry." Thesis, University of Nottingham, 2006. http://eprints.nottingham.ac.uk/12098/.

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The thesis brings together Íslendingasögur and srpske junačke pesme, two historically and culturally unrelated heroic literatures, literatures that had, nevertheless, converged upon a similar kind of realism. This feature in which they diverge from the earlier European epics - Beowulf, Nibelungenlied, La Chanson de Roland, is the focal point of this study. Rather than examining it solely in terms of verisimilitude and historicism with which it is commonly associated, I am approaching it as an emergent feature (emergent realism) of the non-linear, evolutionary dynamics of their production (i.e. their networked, negotiated authorship), the dynamics I call the distributed author. Although all traditional narratives develop in accordance with this dynamics, their non-linearity is often compromised by Bakhtinian 'centripetal forces' (e.g. centralised state, Church) with an effect of directedness akin to the authorial agency of an individual. The peculiar weakness of such forces in the milieus in which the sagas/Serbian epics grew, encouraged their distributed nature. As a result, they come across as indexes of their own coming into being, preserving, meshing and contrasting the old and the new, the general and the more idiosyncratic perspectives on past events and characters. In so doing they fail to arouse in the recipient the feeling of being addressed and possibly manipulated by an all encompassing organising authority. As a consequence, they also impress as believable. While chapters one and two of this study deal with theoretical and aesthetic implications of the two literatures' distributed authorship and their emergent realism, chapters three and four illustrate the ways in which these are manifested in the rich texture of the past and the complex make-up of the characters. The final chapter summarises major points of the thesis and suggests the poetics of complexity as a term particularly suitable to encapsulate the two literatures' common creative principles.

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Nascimento, Cássia Maria Bezerra do. "A complexidade nos estatutos do homem Thiago de Mello." Universidade Federal do Amazonas, 2014. http://tede.ufam.edu.br/handle/tede/4213.

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Submitted by Geyciane Santos (geyciane_thamires@hotmail.com) on 2015-06-26T14:46:39Z No. of bitstreams: 1 Dissertação - Cássia Maria Bezerra do Nascimento.pdf: 3816298 bytes, checksum: 34518bf50380c255d50f6fd3e765169b (MD5) Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-30T14:35:00Z (GMT) No. of bitstreams: 1 Dissertação - Cássia Maria Bezerra do Nascimento.pdf: 3816298 bytes, checksum: 34518bf50380c255d50f6fd3e765169b (MD5) Approved for entry into archive by Divisão de Documentação/BC Biblioteca Central (ddbc@ufam.edu.br) on 2015-06-30T14:39:56Z (GMT) No. of bitstreams: 1 Dissertação - Cássia Maria Bezerra do Nascimento.pdf: 3816298 bytes, checksum: 34518bf50380c255d50f6fd3e765169b (MD5) Made available in DSpace on 2015-06-30T14:39:56Z (GMT). No. of bitstreams: 1 Dissertação - Cássia Maria Bezerra do Nascimento.pdf: 3816298 bytes, checksum: 34518bf50380c255d50f6fd3e765169b (MD5) Previous issue date: 2014-05-12 CAPES - Coordenação de Aperfeiçoamento de Pessoal de Nível Superior The Statutes of Man, by Thiago de Mello, it is a poem spread on April 1, 1964, in Chile, in the heat of the news of the military coup in Brazil. It is about this unsubmissive poet, his poetry and his poem that we worked in this thesis. For this, we enlarged the limits of the studies of the literary text, in a proposal for a poetic epistemology, that it associates theories and methods of literary investigation to the paradigm of the complexity, taking into account the poet's relationships, of the poetry and of the poem with the world. The dissertation grows based in the Theory of Residuality and in the unsubmissive poetry of Roberto Pontes, in the revision of Theories of the Literature with readings in Aristoteles, Theodor Adorno, Bachelard, Vítor Manuel of Aguiar and Sílva, Antoine Compagnon, Terry Eagleton, Tzvetan Todorov, Antonio Candido, Pedro Lyra and still ruled in Edgar Morin complex thought. The thesis brings an organized study according the textual structure of a statute, with Preamble, Sections and General Dispositions. Like this the sections are divided: "Of the poet, of the poetry and of the poem", that it explains the construction and recital of the theme and of the research; "Of the poet", that brings association and the man's dissociation and of the I-lyrical and the poet's commitment with the society, He speaks about the unsubmissives poets and the Thiago de Mello’s political poetry path; "Of the poetry": with studies on poetry and reality and unsubmissive poetry (of the servants to the political poetry of Thiago de Mello) and identification of the unsubmissive poetry of the Statutes of Man; "Of the poem": with poetic characteristics of the Statutes of Man, identifying the context and the texts that dialogue with the poem in residual, intertextualities and Amazonian theme. Os Estatutos do Homem, de Thiago de Mello, é poema cujo transbordamento ocorreu em 1º de abril de 1964, no Chile, no calor da notícia do golpe militar no Brasil. É sobre este poeta insubmisso, sobre sua poesia e sobre seu poema que trabalhamos nesta tese. Para isto, ampliamos os limites dos estudos do texto literário, numa proposta para uma epistemologia poética, que associa teorias e métodos de investigação literária ao paradigma da complexidade, levando em conta as relações do poeta, da poesia e do poema com o mundo. O trabalho se desenvolve fundamentado na Teoria da Residualidade e na Poesia Insubmissa, de Roberto Pontes, na revisão de Teorias da Literatura com leituras em Aristóteles, Theodor Adorno, Bachelard, Vitor Manuel de Aguiar e Silva, Antoine Compagnon, Terry Eagleton, Tzvetan Todorov, Antonio Candido, Pedro Lyra e pautado ainda no pensamento complexo de Edgar Morin. A tese traz estudo organizado conforme estrutura textual de um estatuto, dotado de Preâmbulo, Seções e Disposições Gerais. Assim estão divididas as seções: “Do poeta, da poesia e do poema”, que esclarece a construção e fundamentação do tema e da pesquisa; “Do poeta”, que discute a associação e a dissociação do homem e do eu-lírico e o compromisso do poeta com a sociedade, fala dos poetas insubmissos e a da trajetória de poesia política de Thiago de Mello; “Da poesia”: com estudos sobre poesia e realidade e poesia insubmissa (do sirventês à poesia política de Thiago de Mello) e identificação da poesia insubmissa dos Estatutos do Homem; “Do poema”: com características poéticas dos Estatutos do Homem, identificando o contexto e os textos que dialogam com o poema em residualidade, intertextualidades e temática amazônica.

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Mossberg, Schüllerqvist Ingrid. "Läsa texten eller "verkligheten" : Tolkningsgemenskaper på en litteraturdidaktisk bro." Doctoral thesis, Stockholm University, Department of Didactic Science and Early Childhood Education, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-7515.

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The dissertation Reading Texts or ”Reality” investigate teachers use of interpretive communities in teaching literature in secondary school. It discusses how different learning outcomes generates from three interpretory frames for reading. Teachers can be looked upon as critics when they show unexperienced readers why and how they read an interprete literary texts. In their teaching,they don´t relate only to their students but also to thier own conception of subject matter and to a broader discourse in society that deals with questions of why and how we read literature. Following voices of the discourse are included in the study: eight teachers, curriculum texts, a journal for the profession and a journal för scholors.Teachers combine several aims in their teaching of literature. They use literature to discuss life, gender and problems related to young people, text as faction. But, they also try to teach their students about narrathology and how to understand and interpretate fictional texts, text as fiction and a world of signs. The curriculum, however, means that literature is read only to gain knowledge about the world,oneself and other people. A contradiction is that one of the criterias for assement includes knowledge of texts and methodology from the academic subject. One of the other voices in the discourse, a journal for scholors, talk about the literary texts but very seldom about teaching the texts. Another voice, a journal for teachers in Swedish, follows the curriculum closely and discusses reading literature as a way to get knowledge of the world.Research in subject matter didactics can investigate teaching, relate different aims to different outcomes and show possibilities for teaching literature and reading comprehension. If we choose only one interpretive community, we get one kind of reading comprehension.If we combine two in a complex teaching strategy, we extend learning and reading comprehension of our students.

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Korhonen, Jannina. "A Corpus Study of Signalling Nouns in L2 English Essays by Swedish Students." Thesis, Högskolan Dalarna, Engelska, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:du-28243.

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This study is about the structure of the noun phrases used with with signalling nouns, which are abstract nouns that are hard to understand without a context. The inspiration for the study comes from work by John Flowerdew. The aim is to investigate in what type of noun phrases (NP) the signalling nouns are used by L2 English students and if the structures of these NPs tell us something about the meaning of the nouns. The material of the study is from the pioneering learner corpus the International Corpus of Learner’s English (ICLE). In general, it was found that the chosen signalling nouns thing, argument, possibility, chapter, kind and fact, are frequently used in complex NPs. There were some differences in the distribution of nouns, with thing, kind and fact having rather high frequencies in comparison to the other nouns. For this reason, samples of these nouns were selected for the analysis. The findings indicate that these signalling nouns rarely appear alone but are most often used in complex NPs. Furthermore, the results also show that a large proportion of these nouns is used in fixed phrases.

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Kneen, Bonnie. "Granpa and the polyphonic teddy bear in Mr Magritte's gorilla park complexity and sophistication in children's picture books /." Diss., [Pretoria : s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-01122004-122527/.

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Herzhauser, Betty J. "The Role of the Interruption in Young Adult Epistolary Novels." Scholar Commons, 2015. http://scholarcommons.usf.edu/etd/5701.

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Within the genre of young adult literature, a growing trend is the use of epistolary messages through electronic methods between characters. These messages are set apart from the formal text of the narrative of the novel creating a break in the text features and layout of the page. Epistolary texts require a more sophisticated reading method and level of interpretation because the epistolary style blends multiple voices and points of view into the plot, creating complicated narration. The reader must navigate the narrator’s path in order to extract meaning from the text. In this hermeneutic study, I examined the text structures of three young adult novels that contained epistolary excerpts. I used ethnographic content analysis (Altheide 1987) to isolate, analyze, and then contextualize the different epistolary moments within the narrative of the novel. The study was guided by two research questions: 1. What types of text structures and features did authors of selected young adult literature with epistolary interruptions published since 2008 use across the body of the published work? 2. How did the authors of selected young adult literature situate the different text structures of interruption into the flow of the narrative? What happened after the interruption? I used a coding system that I developed from a case study of the novel Falling for Hamlet by Michelle Ray (2011). Through my analysis I found that the authors used specific verbs to announce an interruption. The interruptions, though few in number, require readers to consider context of the message for event, setting, speaker, purpose and tone as it relates within the message itself and the arc of the plot. In addition, following the interruptions, the reader must decide how to incorporate the epistolary interruption into the narrative as adding to the conflict, adding detail, ending a scene, or simply returning to the narrative. . Therefore, the interruptions in epistolary young adult novels incorporated the text or literacy practices of young adults. Such incorporation reflects the changes in literacy practices in the early 21st century that may render novels of this style a challenge to readers in creating meaning. The study further incorporates Bakhtin’s theory of heteroglossia (1980) that a novel does not contain a single language but a plurality of languages within a single langue and Dresang’s Theory of Radical Change (1999) of connectivity, interactivity, and access. Texts of this nature offer teachers of reading opportunities to guide students through text features to synthesize information in fiction and non-fiction texts.

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Marx, Åberg Angela. "Lesefreude und Lernerorientierung : Eine Untersuchung von Lehrerentscheidungen beim Lesen eines Romans in einer Schülergruppe im schwedischen Unterricht Deutsch als Fremdsprache." Doctoral thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-5474.

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In this study, teaching is seen as a complex decision-making situation, where different factors that influence the teaching and learning process are interwoven and connected with each other. To describe and analyse the complexity of teaching literature in a foreign language instruction setting is the aim of the study. The study was conducted with one teacher participant and her group of 16–17 years old pupils in a Swedish upper secondary school, while they read a German youth novel. Data on the teacher decisions in the planning phase was collected by interviewing the teacher before the actual teaching of the novel and between lessons, while the implementation of the teacher decisions was observed during the lessons. In the interviews, four decision areas showed to be central to the teacher: teaching goals, choice of text, task formulation, and the role of freedom and control as central concepts of learner autonomy. In the analysis chapters, the decisions within these different areas are described, commented on, and contextualized within the teacher’s own teaching concepts, and within current research and theory on foreign language reading, learning, and teaching. Factors critical to the decision-making situation are identified. The findings of the study show that teaching literature employs a decision-making process of great complexity because of the subjective character of the reading process. The complexity of the process is increased by the fact that a foreign language was being taught. Even for an experienced teacher (as the teacher who was observed in the study is) teaching decisions are characterized by a complexity which her many years of teaching experience can only partly compensate for. The main goal for the teaching of the novel was formulated by the teacher as ‘reading pleasure’, a concept grounded on a previous teaching experience. Since the teacher saw tasks as an obstacle for a reading experience, the task formulation constituted a conflict for her. In the study, the structure of the conflict is described by investigating different understandings of the concepts ‘reading pleasure’ and ‘task’. A crucial question was raised: What was considered to be the most important activity of the lesson: the reading or the tasks? When the task is secondary to the reading, there is an opportunity for the learner to focus on the reading experience; an important condition for reading pleasure. When the task is considered to be the primary activity, the student’s focus is on solving the task, and the reading activity thus looses its importance when the task is fulfilled. The interpretation of teaching concepts like ‘task’ is therefore a crucial factor that influences the teacher’s decisions about the teaching. A second concept that is central to the teacher’s teaching activities is ‘learner autonomy’. Since it is a central concept in the Swedish school curriculum, learner autonomy is held in very high esteem, whilst teacher control is consequently held in very low esteem. The idealization of learner autonomy, along with insufficient explanation of its impact on the distribution of the responsibility for the learning process between teachers and pupils are seen as factors that lead to an increased complexity in the decision-making process about how to manage situations where pupils are not prepared to take on the responsibility that is given to them.

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Wilkes, Jacob M. "Speaking of Myself: Independence, Self-Representation, and the Speeches of Rudyard Kipling." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd2867.pdf.

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Ramos, Daniela Cristina da Silva [UNESP]. "Transdisciplinaridade em saúde: uma análise integrativa da literatura." Universidade Estadual Paulista (UNESP), 2009. http://hdl.handle.net/11449/98369.

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Made available in DSpace on 2014-06-11T19:29:33Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-05-26Bitstream added on 2014-06-13T19:17:51Z : No. of bitstreams: 1 ramos_dcs_me_botfm.pdf: 576025 bytes, checksum: 5fc8655ae4d4fe58fadfd5b6130dc570 (MD5) Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) Este estudo tem como o objetivo identificar o conhecimento construído sobre a teoria da Transdisciplinaridade na área da Saúde. O Método consistiu em uma análise integrativa da literatura, firmada num roteiro de coleta de dados seguindo nove critérios de identificação, sendo eles: dados do autor (nome e profissão), dados da publicação (bases de dados da publicação, base de acesso); desenho do estudo e aspectos abordados pelo autor. A amostra foi composta por 95 artigos, apresentando uma distribuição praticamente igualitária entre a língua inglesa e a portuguesa. A análise dos dados foi realizada em três etapas. Na primeira etapa procedemos à análise relativa aos dados de identificação do autor, ano de publicação e localização do artigo. Para esta etapa, os dados foram agrupados em um banco de dados, utilizando-se o programa EPI INFO – 6.0. A análise foi feita utilizando-se operações simples de distribuição de frequência em porcentagem. Na etapa seguinte, ocorreu a análise do conteúdo dos artigos, a partir de seus objetivos, metodologia empregada e a temática correspondente. A terceira etapa foi constituída do recorte realizado em sete artigos que contemplaram a temática: Ensino em Complexidade/Transdisciplinaridade na área de saúde, por meio da técnica de análise temática. Foram identificados três núcleos temáticos, sendo eles: A Estrutura Curricular e a Transdisciplinaridade, a Percepção do Papel do Docente e a Transdisciplinaridade. Concluiu-se que a Transdisciplinaridade é uma ciência capaz de validar a integralidade do cuidado, em especial, na Estratégia em Saúde da Família, bem como para realizar as práticas de promoção da saúde, desenvolvidas nas Conferências Internacionais sobre o assunto, possibilitando atender às necessidades sociais na saúde contemplada pela cidadania. This paper aimed at identifying the knowledge put up based the transdisciplinarity theory on health area. The method consisted of an integrative literature review based on data collection according to nine criteria for identification, such as: author profile (name and occupation), data on publication (databases, basis of access); study design and points raised by the author. The sample was made of 95 articles, both in English and in Portuguese. Data analysis was carried out in three stages. In the first one, there was the analysis of the author’s identifying data, year of publication and location of the article. For this stage, data was grouped in a database by using the software EPI INFO – 6.0. The analysis was conducted on simple calculations of frequency on percentage. In the following stage, there was the analysis of the articles from their objectives, methods used and theme. The third stage consisted of the selection of seven articles with the theme “teaching in complexity/transdisciplinarity on health area” through the thematic analysis technique. Three thematic groups were identified: the curriculum structure and transdisciplinarity, teacher role perceptions and transdisciplinarity. Therefore, it was concluded that transdisciplinarity is a science which can validate the integrity of care, especially in strategies on family health, as well as conduct practice of health promotion developed in international conferences on this topic, making it possible to meet the social needs in health considered by citizenship.

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Bowers, George Bret. "Post-Literacy: Designing Writing Curricula around Emerging Literate Activities." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363602814.

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Ramos, Daniela Cristina da Silva. "Transdisciplinaridade em saúde : uma análise integrativa da literatura /." Botucatu : [s.n.], 2009. http://hdl.handle.net/11449/98369.

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Resumo: Este estudo tem como o objetivo identificar o conhecimento construído sobre a teoria da Transdisciplinaridade na área da Saúde. O Método consistiu em uma análise integrativa da literatura, firmada num roteiro de coleta de dados seguindo nove critérios de identificação, sendo eles: dados do autor (nome e profissão), dados da publicação (bases de dados da publicação, base de acesso); desenho do estudo e aspectos abordados pelo autor. A amostra foi composta por 95 artigos, apresentando uma distribuição praticamente igualitária entre a língua inglesa e a portuguesa. A análise dos dados foi realizada em três etapas. Na primeira etapa procedemos à análise relativa aos dados de identificação do autor, ano de publicação e localização do artigo. Para esta etapa, os dados foram agrupados em um banco de dados, utilizando-se o programa EPI INFO - 6.0. A análise foi feita utilizando-se operações simples de distribuição de frequência em porcentagem. Na etapa seguinte, ocorreu a análise do conteúdo dos artigos, a partir de seus objetivos, metodologia empregada e a temática correspondente. A terceira etapa foi constituída do recorte realizado em sete artigos que contemplaram a temática: Ensino em Complexidade/Transdisciplinaridade na área de saúde, por meio da técnica de análise temática. Foram identificados três núcleos temáticos, sendo eles: A Estrutura Curricular e a Transdisciplinaridade, a Percepção do Papel do Docente e a Transdisciplinaridade. Concluiu-se que a Transdisciplinaridade é uma ciência capaz de validar a integralidade do cuidado, em especial, na Estratégia em Saúde da Família, bem como para realizar as práticas de promoção da saúde, desenvolvidas nas Conferências Internacionais sobre o assunto, possibilitando atender às necessidades sociais na saúde contemplada pela cidadania. Abstract: This paper aimed at identifying the knowledge put up based the transdisciplinarity theory on health area. The method consisted of an integrative literature review based on data collection according to nine criteria for identification, such as: author profile (name and occupation), data on publication (databases, basis of access); study design and points raised by the author. The sample was made of 95 articles, both in English and in Portuguese. Data analysis was carried out in three stages. In the first one, there was the analysis of the author's identifying data, year of publication and location of the article. For this stage, data was grouped in a database by using the software EPI INFO - 6.0. The analysis was conducted on simple calculations of frequency on percentage. In the following stage, there was the analysis of the articles from their objectives, methods used and theme. The third stage consisted of the selection of seven articles with the theme "teaching in complexity/transdisciplinarity on health area" through the thematic analysis technique. Three thematic groups were identified: the curriculum structure and transdisciplinarity, teacher role perceptions and transdisciplinarity. Therefore, it was concluded that transdisciplinarity is a science which can validate the integrity of care, especially in strategies on family health, as well as conduct practice of health promotion developed in international conferences on this topic, making it possible to meet the social needs in health considered by citizenship. Orientador: Ivan Amaral Guerrini Coorientador: Wilza Carla Spiri Banca: Odalva Serrano Banca: Silvia Cristina Mangini Bocchi Mestre

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Medouane, Ndafang Edith Bertine. "(Dis)continuités des identités et imaginaires en francophonie littéraire : étude comparée des nouvelles de Sévérin Cécile Abéga et de François Mauriac." Phd thesis, Université Paris-Est, 2013. http://tel.archives-ouvertes.fr/tel-01064028.

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Produites dans une période de questionnement sur l'identité de l'homme et de l'écrivain, les nouvelles littéraires de François Mauriac et de Sévérin Cécile Abéga présentent un imaginaire tantôt symétrique, tantôt non, mais éclairant du rapport entre l'écrivain, son espace et son identité. Le sujet, "(Dis)continuités des identités et imaginaires en francophonie littéraire : étude comparée des nouvelles de Sévérin Cécile Abéga et de François Mauriac " pose le problème des modes de transfiguration des identités et de l'imaginaire dans la nouvelle littéraire francophone. L'hypothèse en est qu'en francophonie littéraire, la pluralité des lieux culturels se reflète dans la diversité d'un genre et implique une certaine cohérence. Cette étude interroge la représentation du cadre spatial et des personnages, les systèmes de valeurs de la société et du genre dans deux postures différentes. Les sujets de cette étude la destine à la critique des imaginaires, et cette approche est enrichie par d'autres lectures comparatistes. Ainsi, on constate que les périodes pendant lesquelles l'écrivain se trouve à la rencontre de tensions historiques,idéologiques et littéraires latentes sont celles où l'imagination créatrice de la nouvelle est réelle. On peut aussi établir que l'espace de la nouvelle est essentiellement celui des auteurs, mais qu'il s'agit d'un espace de désenchantement. Cet univers de déconstruction de l'être implique un univers idéal, un ailleurs qui est chez Mauriac en Dieu et chez Abéga est dans la justice sociale. Les personnages, empêtrés dans cet univers en épousent les valeurs,ce qui entraîne irrémédiablement leur chute. La seule planche de salut est l'humilité,l'ouverture vers le savoir nouveau (le modernisme par exemple) sans reniement de son ancrage identitaire. Abéga comme Mauriac sont donc pour une mixité décomplexée.

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Figueiredo, Renato Pereira de. "Frankenstein, o prometeu moderno ci?ncia, literatura e educa??o." Universidade Federal do Rio Grande do Norte, 2009. http://repositorio.ufrn.br:8080/jspui/handle/123456789/14213.

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Made available in DSpace on 2014-12-17T14:36:03Z (GMT). No. of bitstreams: 1 RenatoPF.pdf: 2318910 bytes, checksum: ebb36ca11a34f69e21ebaa66ded665e0 (MD5) Previous issue date: 2009-09-15 ? partir des ?tudes de l'anthropologue Bruno Latour, dans lesquelles on montre l'importance de la rh?torique et des strat?gies institutionnelles dans la fabrication des v?rit?s scientifiques; des hypoth?ses concernant la nature ambigu? des sciences dress?es par Isabelle Stengers et des id?es d'Edgar Morin sur la n?cessit? de combattre la pens?e fragmenteuse et de relier culture scientifique et culture humanistique, la th?se aborde la relation de l'homme avec ses artefacts, le d?fi des descriptions des ph?nom?nes et de leurs propri?t?s, du dialogue entre les humains et les plusieures dimensions de la mati?re, et de la responsabilit? qui devrait venir avec tous les progr?s scientifiques. Victor Frankenstein, sa cr?ature, Brown-S?quard et la testost?rone synth?tique, sont des acteurs qui aident ? composer le panorama cognitif de la recherche qui ?tend les limites de la science et du social au collectif de non-humains et revendique une r?forme de la pens?e et de l'?ducation que les inclut A partir sobretudo dos estudos do antrop?logo Bruno Latour, nos quais se mostra a import?ncia da ret?rica e das estrat?gias institucionais na fabrica??o das verdades cient?ficas; das hip?teses a respeito do car?ter amb?guo das ci?ncias levantadas por Isabelle Stengers, e das ideias de Edgar Morin sobre a necessidade de se combater o pensamento fragmentador e religar cultura cient?fica e cultura human?stica, a tese discute a rela??o do homem com seus artefatos; o desafio das descri??es dos fen?menos e de suas propriedades; do di?logo entre os humanos e as v?rias dimens?es da mat?ria, e da responsabilidade que deveria vir com todos os avan?os cient?ficos. Victor Frankenstein, sua criatura, Brown- S?quard e a testosterona sint?tica s?o atores que ajudam a compor o panorama cognitivo da pesquisa que estende os limites da ci?ncia e do social ao coletivo de n?o-humanos e reivindica uma reforma do pensamento e da educa??o que os inclua

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Janardanan, Dipa. "Images of loss in Tennessee Williams's The glass menagerie, Arthur Miller's Death of a salesman, Marsha Norman's Night, mother, and Paula Vogel's How I learned to drive." unrestricted, 2007. http://etd.gsu.edu/theses/available/etd-11122007-085911/.

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Thesis (Ph. D.)--Georgia State University, 2007. Title from file title page. Matthew C. Roudane, committee chair; Pearl McHaney, Nancy Chase, committee members. Electronic text (208 p.) : digital, PDF file. Description based on contents viewed Feb. 28, 2008. Includes bibliographical references (p. 192-208).

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Eley, Dikeita N. "Color (Sub)Conscious: African American Women, Authors, and the Color Line in Their Literature." VCU Scholars Compass, 2004. http://scholarscompass.vcu.edu/etd/1486.

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Color (sub)Conscious explores the African American female's experience with colorism. Divided into three distinct sections. The first section is a literary analysis of such works as Toni Morrison's The Bluest Eye, Gloria Naylor's The Women of Brewster Place, Maya Angelou's I Know Why the Caged Bird Sings and Alice Walker's "If the Present Looks Like the Past, What Does the Future Look Like?" an essay from her collection In Search of Our Mothers' Gardens. The second section is a research project based on data gathered from 12 African American females willing to share their own experiences and insights on colorism. The final section is a creative non-fiction piece of the author's own personal pain growing up and living with the lasting effects of colorism.

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Martínez, Duró Manuel. "Lire Juan Benet : complexité structurale et difficulté de lecture dans Una meditación." Thesis, Paris 10, 2013. http://www.theses.fr/2013PA100167/document.

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La difficulté de lecture de Una meditación a été soulignée tant par la critique que par Juan Benet lui-même. Ce travail essaie de caractériser cette difficulté et, par ce biais, la spécificité de l’expérience de lecture du roman de Benet. Notre étude s’appuie sur la psycholinguistique de la compréhension des textes, qui nous permet de définir la norme de lisibilité implicite par rapport à laquelle Una meditación est jugé « difficile ». Nous étudions les deux aspects qui, par rapport à cette norme, constituent les principales sources de difficulté du texte bénétien : la disposition de la matière romanesque (au niveau du récit et de la phrase) et le système de référenciation des personnages. Sur le plan de la disposition, le récit et – à son échelle – la phrase se caractérisent par une forte discontinuité pourtant dissimulée, par un développement temporel de forme spirale, et par le brouillage des relations hiérarchiques entre les événements. Sur le plan de la référenciation, la notion de nom du personnage perd son sens traditionnel, car les noms sont peu employés, ambigus, multiples, ou inexistants ; mais c’est surtout l’omniprésence de la référenciation pronominale qui déroute le lecteur en lui exigeant implicitement de ne pas oublier un seul détail du texte. Nous analysons aussi la figure du narrateur et nuançons une lecture courante selon laquelle le texte serait le produit d’une remémoration. Nous concluons que la « difficulté » de Una meditación semble être au service d’une écriture qui, à travers l’indifférenciation des personnages et des histoires, dépasse la fiction et vise un portait générique de la nature humaine The difficult nature of Una meditación has been highlighted by both scholars and Juan Benet himself. This dissertation characterizes such a text complexity and thereby the singularity of the reading experience of Benet’s novel. Our work relies on the psycholinguistics of reading comprehension. This framework allows us to achieve a definition of standard readability to which Una meditación is implicitly compared when judged as “difficult”. We study the two features that revealed to be the main sources of reading difficulty in Benet’s text: the narrative and sentence structures, and the particular system of reference to the characters. At the level of the text structure, the narration and—at its own scale—the sentence are characterized by a strong discontinuity, however concealed; by a spiral temporal development; and by the scrambling of the hierarchy of the fictional events. At the level of character reference, the notion of name of the character loses its traditional meaning. Names are barely used or these are ambiguous, multiple, or inexistent. However it is above all the omnipresence of the pronominal reference that disconcerts the reader, implicitly imposing memorizing every detail of the text. We also analyze the figure of the narrator, and criticize a common reading of Benet’s novel in which the text is the produce of a recollection. We conclude that the “difficulty” of Una meditación is the result of a writing that, by means of the indiscernibility of the characters and their stories, goes beyond literary fiction and aims at a generic portrait of human nature

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Syed, Tamseel Mahmood. "Precoder Design Based on Mutual Information for Non-orthogonal Amplify and Forward Wireless Relay Networks." University of Akron / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=akron1392043776.

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Magnusson, Susanne. "Une analyse contrastive de l’adjectif dans la traduction suédoise de L’Amant de Marguerite Duras." Thesis, Högskolan Dalarna, Franska, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:du-35883.

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Notre étude se propose d’analyser les changements dans les adjectifs qui surviennent dans la traduction suédoise de l'oeuvre L'Amant de Duras (1984). Le français est un langage analytique où de nombreuses constructions analytiques peuvent être découvertes. La langue suédoise a à la fois des caractéristiques analytiques et synthétiques et, comme les deux langues ont des structures différentes, il faut employer des stratégies et des méthodes pour obtenir une équivalence aussi exacte que possible dans une traduction. L'étude aborde les regroupements de composantes de sens (selon Ingo), des cas sémantiques spéciaux tels que l'action explicite et implicite, la transposition, où un changement de classe de mot a lieu mais le sens demeure, ainsi que les ajouts et omissions sémantiques. L'analyse de la traduction des adjectifs de L'Amant montre qu'il y a un usage fréquent des transpositions et des regroupements synthétiques et analytiques. Elle montre également que les lexèmes suédois ont généralement une grande complexité sémantique où les adjectifs avec le suffixe -ig se distinguent comme un groupe. Les lexèmes français en comparaison sont plus généraux et dépendent d'autres lexèmes pour exprimer une signification exacte. Le cadre théorique est basé sur les recherches de Tegelberg, qui sont présentées dans son livre Kontrastiv lexikologi i praktiken (2000) et d’Ingo, dans les deux livres Från källspråk till målspråk (1991) et Konsten att översätta (2011). Our study aims to analyze the changes in adjectives that occur in the Swedish translation of L’Amant (the Lover) of Duras (1984). French is an analytical language where many analytical constructs can be discovered. Elisabeth Tegelberg (2000) states that French lexemes (in this study concerning adjectives) generally have a lower semantic complexity than Swedish lexemes (Tegelberg, 2000 : 13). The Swedish language has both analytical and synthetic characteristics, and since the two languages have different structures, strategies and methods are needed to achieve as exact an equivalence as possible in a translation. The study addresses the regroupings of components of meaning (Ingo, 1991 : 186-187), special semantic cases such as explicit and implicit action, transposition where a change of word class takes place but the meaning remains, and semantic additions and omissions. The examination of the translation of the text of Duras’ L'Amant shows that there is a frequent use of transpositions as well as synthetic and analytical regroupings. It also shows that Swedish lexemes generally have a great semantic complexity where the adjective group with the suffix -ig stands out as a group. French lexemes in comparison are more general and depend on other lexemes to express an exact meaning. The theoretical framework is based on the research of Tegelberg, which is presented in her book Kontrastiv lexikologi i praktiken (2000) and by Ingo, in the two books Från källspråk till målspråk (1991) and Konsten att översätta (2011).

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Docherty, Paul J. "Developing literary Glasgow : towards a strategy for a reading, writing and publishing city." Thesis, University of Stirling, 2018. http://hdl.handle.net/1893/28083.

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Since the 1990s, urban cultural policy in the UK has been bound to the cause of urban regeneration. Much has been written in examination and critique of this relationship, but what happens when the direction of strategic attention is reversed and civic leadership seeks to regenerate culture itself? The city of Glasgow, having made capital of culture over many decades, has moved towards a strategy for the development of literary Glasgow. This thesis documents a search for those factors crucial to that strategy. The research focuses on literary Glasgow as one aspect of the city’s cultural sector; identifies and examines gaps in the relationship between the civic cultural organisation and literary communities; and highlights those elements vital to the formation of a strategy for development of the literary in Glasgow. An extended period of participatory ethnographic research within the Aye Write! book festival and Sunny Govan Community Radio, is supplemented with data from interviews conducted across the literary sector and analysis of organisational documentation. Through these a gap has been identified between the policies and operations of a civic cultural organisation, and the desires of those engaged within the literary community. This gap is caused, in part, by the lack of a mechanism with which to reconcile contrasting narratives about the cultural essence of the city, or to negotiate the variations in definitions of value in relation to cultural engagement. The interdisciplinary approach builds upon insights from existing work within publishing studies, cultural policy, complexity theory and organisational studies to construct an understanding of the dynamics of Glasgow’s literary sector. This reveals the need for a framework in support of a landscape of practice, a desire for the placement of boundary objects to facilitate engagement, and the significance of value in relation to participation in literary activity. This work informs a strategy for literary Glasgow and contributes to conversations on strategies for cultural development in other cities.

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Candiloro, Mauro. "La poésie de Paolo Volponi comme forme complexe de relation." Thesis, Lyon, 2018. http://www.theses.fr/2018LYSES022/document.

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À quelques exceptions près, dans le canon littéraire italien comme dans la réception que lui réserva la critique, la poésie de Volponi occupe une place secondaire par rapport à sa production narrative. Cela apparaît comme une contradiction, car l’auteur se considérait avant tout comme un poète. Une contradiction qui va de pair avec une biographie fort riche, qui fait de Volponi un homme et un écrivain à mi-chemin entre participation et dissidence, entre ordre et désordre. À la lumière de tout ceci, nous nous sommes interrogé sur la place que Volponi attribue à la poésie, à partir des notions mêmes d’ordre et de désordre : depuis les conquêtes scientifiques du début du XXe siècle ces derniers ne sont plus deux concepts en opposition entre eux, mais les deux faces nécessaires de toute organisation naturelle complexe, y compris humaine. Dès lors, nous avons adopté l’interaction complexe entre ordre et désordre comme clef de lecture de la poésie volponienne. Une complexité que nous avons observée au niveau tout d’abord biographique, d’où émergent les schèmes fondamentaux de la poésie de Volponi qu’on retrouve thématisés au fil de ses livres de poésie, à travers lesquels Volponi montre toujours une volonté claire de construction progressive d’un seul et unique Livre. À cette construction contribuent les outils poétiques empruntés par le poète, car ils varient en fonction de l’organisation qu’ils sont appelés à exprimer. Enfin, nous nous sommes penché sur la réflexion que mène Volponi au sujet de la poésie pour en conclure qu’à ses yeux elle n’est pas un genre littéraire, mais une force créatrice chargée de mettre en relation l’homme et la matière et les hommes entre eux Despite a few exceptions, Volponi’s poetry remains in the background as opposed to his narrative production, both in the Italian literary cannon and in the way it was received by critics. This seems to be a contradictory statement because the author considered himself as a poet primarily. This contradiction is inextricably linked to a very rich biography based on a plethora of life experiences and which makes Volponi a man and a writer at a crossroads between participation and dissidence, between order and disorder. I raise thus the question of the status assigned to poetry by Volponi. It was first necessary to redefine the notions of order and disorder to answer it: the scientific achievements of the beginning of the 20th century demonstrated that these two concepts are not antithetic anymore but that they are two necessary sides of any complex natural organization, including the human organization. I chose this complex interaction between order and disorder as a key to reading Volponi’s poetic work. First this complexity is to be found in Volponi’s biography, that shapes the fundamental frameworks of his poetry, frameworks which are then used as topics in each of his poetry books. In these works, the poet always clearly shows his will to elaborate progressively towards the one and only Book. Indeed, the poetic tools resorted to by the poet contribute to this elaboration because they vary according to the organization which they are meant to express. Finally, I tackled the problem of Volponi’s own reflection about poetry which leads him to conclude that poetry is not a literary genre, but a creative strength meant to connect man and matter but also man and man

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Birge, Amy Anastasia. ""Mislike Me not for My Complexion": Shakespearean Intertextuality in the Works of Nineteenth-Century African-American Women." Thesis, University of North Texas, 1996. https://digital.library.unt.edu/ark:/67531/metadc278175/.

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Caliban, the ultimate figure of linguistic and racial indeterminacy in The Tempest, became for African-American writers a symbol of colonial fears of rebellion against oppression and southern fears of black male sexual aggression. My dissertation thus explores what I call the "Calibanic Quadrangle" in essays and novels by Anna Julia Cooper, Frances Ellen Watkins Harper, and Pauline Elizabeth Hopkins. The figure of Caliban allows these authors to inflect the sentimental structure of the novel, to elevate Calibanic utterance to what Cooper calls "crude grandeur and exalted poesy," and to reveal the undercurrent of anxiety in nineteenth-century American attempts to draw rigid racial boundaries. The Calibanic Quadrangle enables this thorough critique because it allows the black woman writer to depict the oppression of the "Other," southern fears of black sexuality, the division between early black and white women's issues, and the enduring innocence of the progressive, educated, black female hero ~ all within the legitimized boundaries of the Shakespearean text, which provides literary authority to the minority writer. I call the resulting Shakespearean intertextuality a Quadrangle because in each of these African-American works a Caliban figure, a black man or "tragic mulatto" who was once "petted" and educated, struggles within a hostile environment of slavery and racism ruled by the Prospero figure, the wielder of "white magic," who controls reproduction, fears miscegenation, and enforces racial hierarchy. The Miranda figure, associated with the womb and threatened by the specter of miscegenation, advocates slavery and perpetuates the hostile structure. The Ariel figure, graceful and ephemeral, usually the "tragic mulatta" and a slave, desires her freedom and complements the Caliban figure. Each novel signals the presence of the paradigm by naming at least one character from The Tempest (Caliban in Cooper's A Voice from the South; "Mirandy" in Harper's Iola Leroy; Prospero in Hopkins's Contending Forces; and Ariel in Hopkins's Hagar's Daughter).

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Siaud, Florent. "Les processus de la mise en scène : polyphonie et complexité dans la création scénique." Thèse, Lyon, École normale supérieure, 2014. http://hdl.handle.net/1866/12820.

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Les processus de la mise en scène reposent nécessairement sur une réalité humaine complexe, faite de dialogues et de rapports de force en constante redéfinition. Afin de les théoriser, plusieurs travaux ont institué en corpus les documents produits en cours de réunion ou de répétition, pour leur appliquer les méthodes issues de la génétique des textes. Or le transfert s’avère problématique : vestiges lacunaires, ces supports ne sauraient témoigner à eux seuls de la vie organique et polyphonique de la mise en scène en gestation. Une première solution consiste à opter pour une approche radicalement intermédiale des archives d’un spectacle : dans la mesure où la mise en scène fait interagir plusieurs disciplines artistiques, pourquoi ne pas la penser en confrontant activement les différents media générés lors de son élaboration ? Complémentaire de la première, une seconde proposition suppose que le chercheur s’implique dans une observation in vivo de réunions et de répétitions afin de disposer d’une matière plus complète. À cette clarification épistémologique succède un essai de théorisation des processus de la création scénique. Il apparaît tout d’abord que l’espace de travail est aussi bien un contenant physique de la recherche des artistes qu’un catalyseur : c’est en se l’appropriant à plusieurs qu’un groupe de collaborateurs donne corps à la mise en scène. L’espace de création révèle par là même une dimension polyphonique que l’on retrouve sur le plan du temps : dans la mesure où il engage un ensemble d’artistes, un processus ne possède pas de linéarité chronologique homogène ; il se compose d’une multitude de temporalités propres à chacun des répétants, qu’il s’agit de faire converger pour élaborer un spectacle commun à tous. Les processus de la mise en scène se caractérisent ainsi par leur dimension fondamentalement sociale. Réunie dans un espace-temps donné, la petite société formée autour du metteur obéit à un mode de création dialogique, où les propositions des uns et des autres s’agrègent pour former un discours foisonnant dont la force et l’unité sont garanties par une instance surplombante. A complex human reality, based on dialogues as well as power relations which are permanently being redefined, is at the heart of the process of performance creation. So as to theorize such processes, several studies have been building a corpus compiling the documents which are produced during meetings or rehearsals. However, such a transfer has proven questionable : as it is made of incomplete traces, such material is necessarily too incomplete to bespeak of the organic and polyphonic life of a performance in gestation. A first solution is to elect a decidedly intermedial approach of a performance’s archives : since various artistic disciplines interact in the process of a performance’s production, one may analyze it by actively comparing and contrasting the different media which are generated during its elaboration. As a complement to the first proposal, a second approach will lead the researcher to get involved into an in vivo observation of meetings and rehearsals so as to have at his disposal a more comprehensive research material. This epistemological clarification paves the way for an attempt to theorize the processes of stage creation. First, it appears that the stage or work space is as much of a physical receptacle for the artists’ research as it is a catalyst : it is in the course of getting to own this space collectively that a group of collaborators gives substance to the production. The creative space thus reveals a polyphonic dimension which is also true regarding time : since it involves an ensemble of artists, a creative process has no uniform chronological linearity ; it comprises a whole array of relations to time which are specific to each of the participants, and one has to bring these temporalities together to give birth to a performance that belongs to all. There is therefore a fundamentally social dimension to any staging process. As it is gathered in a given space and time, the small society which is formed around the stage director has to follow a creative process based on dialogue, where the suggestions of the different individuals coalesce to produce a prolific discourse whose strength and unity are guaranteed by the presence of the director.

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Kadari, Louiza. "Fictionnalisation des violences terroristes : de l’étiquette réaliste à l’éthique du réel ?" Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA094.

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Le propos de cette thèse est centré sur la fictionnalisation des violences terroristes qui ont ébranlé l’Algérie et les États-Unis au tournant des XXe et XXIe siècles. Deux perspectives polarisent le traitement de ces violences dans les littératures dites « de l’urgence » et « du 11 septembre » : d’un côté, la radicalisation et le passage à l’acte des personnages terroristes ; de l’autre, la terreur et la reconstruction des témoins. Appréhendées suivant le prisme du tremblement, ces perspectives qui sont traitées tout au long de la thèse mettent en jeu des questions d’ordre esthétique, poétique et éthique. Ces trois questions organisent la progression de notre étude. En engageant une réflexion relative à l’incidence du thème sur la forme, elles montrent que les romans examinés ne se contentent pas de décrire le terrorisme ; ils en dégagent les invariants : coupures, dé-liaison, instabilité sémantique, enchevêtrements complexes, sont autant de traits saillants dont les romans du corpus se saisissent, autant d’aspects par lesquels ils illustrent et cristallisent les années noires et le 11 septembre. Si ces invariants mettent en évidence la ténuité du thème et du traitement littéraire, ils ménagent par ailleurs la percée de l’équivoque du sens, du non-totalisable, du non-rapport. Cela, que Jacques Lacan formalise sous l’angle de l’impossible, du réel, ouvre la voie à un décryptage tout à fait singulier de la transgression des terroristes, du faire face des témoins, et des questions portées par le roman contemporain The subject of this dissertation is the fictionalization of the terrorist violence that shook Algeria and the United States at the turn of the XXth and the XXIst centuries. Two predominant viewpoints polarize the treatment of this violence in what has been dubbed by French literary critics as « littérature de l’urgence » (« emergency literature ») and « 9/11 literature »: on the one hand, the reader is exposed to the radicalization process of the terrorist characters and to their acting-out, and on the other, to the terror experienced by the witness characters and their reconstruction. These two perspectives, examined throughout the thesis, are apprehended via the prism of the tremor (understood as indecision, doubt and shaking) and involve issues of an aesthetic, poetic and ethical nature. These three issues provide coherence to the general outline and determine the organization of our study. They question the effect of theme on form, thereby demonstrating that the novels studied do not only describe terrorism ; they also bring out the underlying invariables: interruptions, disconnections, semantic instability and complex entanglements are some of the salient features whereby the novels of our corpus describe and crystallize the Algerias’ dark decade and the events of 9/11. While these invariants highlight the subtlety of the theme and its literary treatment, they also point out the equivocal meaning and give the lion’s share to the « non-totalizable » and the « non-rapport ». These aspects, which Jacques Lacan theorized from the angle of the « impossible », the Real, pave the way for a singular decoding of the terrorists’ transgression, of the witnesses’ coping, and of the issues raised by the contemporary novel

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Dubois-Côté, Véronique. "Complexité narrative et hybridité dans les romans Dolce agonia et Lignes de faille de Nancy Huston : Une étude au croisement de la sémiologie et de la transculturalité." Thesis, Högskolan Dalarna, Franska, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:du-24972.

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Comment peut-on aborder la complexité narrative des romans de Nancy Huston, écrivaine se situant à cheval entre deux cultures, surtout si elle est doublée d’une hybridité symptomatique de notre époque marquée par les connexions entre différentes cultures? À travers une étude entrecroisant les théories structuralistes/sémiologiques, en particulier les écrits relativement récents de Jacques Fontanille qui remet l’énonciation au coeur du processus narratif, et la perspective transculturelle, ce mémoire s’intéresse à la spécificité de l’écriture de Huston, et plus largement celle des récits à caractère transculturel. Débutant avec la présentation des deux champs d’études choisis et l’identification des points de contact existant entre eux, le travail laisse ensuite place à l’analyse de deux romans de Huston, soit Dolce agonia (2001) et Lignes de faille (2006). Enfin, grâce au nouvel éclairage que les études transculturelles peuvent apporter aux théories structuralistes/sémiologiques, il est possible de reconsidérer le processus énonciatif dans les romans à caractère transculturel et d’ainsi confirmer leur statut de récits complexes et hybrides. How is it possible to approach the narrative complexity in the novels of Nancy Huston, a writer positionning herself between two cultures, especially if that complexity is reinforced by hybridization, a phenomenon that represents our time marked by connections between different cultures? Through a study crossing structuralist/semiological theories, particularly the more recent writings of Jacques Fontanille who sets back the enonciation in the heart of the narrative process, and a transcultural perspective, this essay tries to understand the specificity of Nancy Huston’s writing, and in a larger perspective the specificity of transcultural narratives. The text begins with the presentation of the two chosen disciplines as well as the identification of some contact points between them, followed by the analysis of two of Nancy Huston’s novels, Dolce agonia (2001) and Lignes de faille (2006). Finally, with the new perspective brought by the transcultural studies on the structuralist/semiological theories, it is possible to reconsider the enonciative process in trancultural novels and to confirm in that way their status as complex and hybrid narratives.

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Thurin, Jean-Michel. "Caractériser et comprendre le processus de changement des psychothérapies complexes : modélisation des processus, mécanismes et conditions des changements associés à la psychothérapie de 66 enfants et adolescents présentant des troubles du spectre autistique." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB104/document.

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La méthodologie de l’évaluation en psychothérapie s’est longtemps limitée aux résultats issus d’essais cliniques comparatifs de groupes. L’objectif, engagé dans les années 2000, de comprendre ce qui cause son efficacité a engagé un renouvellement méthodologique. Son application concrète est peu documentée. La première partie présente, à partir d’une revue de la littérature centrée sur l’introduction de la recherche sur le processus associée aux résultats, comment le paradigme interactionnel multifactoriel de la psychothérapie a stimulé le développement de méthodes adaptées à la complexité et à l’observation en conditions naturelles. La seconde partie introduit autour de cinq axes principaux les questions méthodologiques générales et spécifiques de cette nouvelle orientation : 1. une épistémologie interactionnelle et transactionnelle ; 2. Un recentrage sur les études mixtes intensives de cas ; 3. Une investigation clinique et théorique multifocale des processus et mécanismes de changement ; 4. une forte relation clinicien-chercheur ; 5. une approche statistique innovante. La troisième partie expose l’expérience et les questions soulevées par la mise en œuvre de ce programme dans le cadre d’un réseau de recherche clinique centré sur les pratiques, du recueil des données jusqu’à l’analyse des processus et mécanismes de changement, et les résultats qui en sont issus. La quatrième partie présente une revue détaillée de la littérature. Ce travail devrait favoriser les collaborations avec les disciplines connexes et l’efficience des traitements par une meilleure connaissance des conditions et des mécanismes de changement associée au développement d’une base de données issue d’études de cas The methodology of assessment in psychotherapy has long been limited to results from comparative group clinical trials. The objective, expressed in the 2000s, to understand what is causing its effectiveness has involved a methodological renewal. Its concrete application is poorly documented. The first part presents, from a review of the literature focusing on the introduction of research on the process associated with outcomes, how the multifactorial interactional paradigm of psychotherapy has stimulated the development of methods adapted to the complexity and observation in natural conditions. The second part introduces the general and specific methodological questions of this new orientation around five main axes: 1. an interactional and transactional epistemology; 2. A refocusing on intensive mixed case studies; 3. A multifocal clinical and theoretical investigation of the processes and mechanisms of change; 4. a strong clinical-researcher relationship; 5. an innovative statistical approach. The third part presents the experience and issues raised by the implementation of this program as part of a practice-oriented clinical research network, from data collection to analysis of processes and mechanisms of change, and results. The fourth part presents a detailed review of the literature. This work should foster collaborations with related disciplines and treatment efficiency through a better understanding of the conditions and mechanisms of change associated with the development of a case study database

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Castellà, Josep M. "La Complexitat lingüística en el discurs oral i escrit: densitat lèxica, composició oracional i connexió textual." Doctoral thesis, Universitat Pompeu Fabra, 2002. http://hdl.handle.net/10803/7486.

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La present tesi consisteix en una anàlisi compativa de tres gèneres de discurs ?conversa informal (llengua oral prototípica), classe magistral (gènere intermedi) i prosa acadèmica (llengua escrita prototípica)? en català, en tres aspectes de l'estructuració i la complexitat lingüística: la densitat lèxica, la composició oracional i la connexió textual (total: 90 trets lèxics, gramaticals i textuals analitzats). Els objectius principals són a/ dotar la lingüística catalana d'una descripció detallada, fins ara inexistent, del contrast lingüístic entre oralitat i escriptura, i b/ fer una aportació a la recerca internacional sobre el tema per intervenir, d'una banda, en el debat originat sobre la complexitat sintàctica i, especialment, sobre la presència d'oracions subordinades en els dos modes de discurs i, de l'altra, per ampliar aquesta mena d'investigació a l'àmbit del discurs, com han reclamat alguns tractadistes. La presente tesis consiste en un análisis comparativo de tres géneros de discurso ?conversación informal (lengua oral prototípica), clase magistral (género intermedio) y prosa académica (lengua escrita prototípica)? en catalán, en tres aspectos de la estructuración y la complejidad lingüística: la densidad léxica, la composición oracional y la conexión textual (total: 90 rasgos léxicos, gramaticales y textuales analizados). Los objetivos principales son a/ dotar la lingüística catalana de una descripción detallada, hasta ahora inexistente, del contraste lingüístico entre oralidad y escritura, y b/ hacer una aportación a la investigación internacional sobre el tema para intervenir, por un lado, en el debate originado sobre la complejidad sintáctica y, especialmente, sobre la presencia de oraciones subordinadas en los dos modos de discurso y, por otro lado, para ampliar este tipo de investigación al ámbito del discurso, como han reclamado algunos tratadistas. The present work consists of a comparative analysis of three discourse genres --informal conversation (prototypical oral language), academic lecture (intermediate genre), and academic prose (prototypical written language)-- in Catalan, focusing on three aspects of linguistic structure and complexity: lexical density, sentence composition, and textual connexion (total: 90 lexical, grammatical, and textual features analysed). The main purposes are: (a) to provide Catalan linguistics with a detailed description --non-available so far-- of the linguistic opposition between literacy and speech; and (b) to make a contribution to the international research in this field in order to, on the one hand, participate in the discussion about the syntactic complexity, and, especially, about the presence of subordinated clauses in the two modes of discourse, and, on the other, extend this kind of research to the discourse level, as some researchers have claimed.

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Ertzscheid, Olivier. "Les enjeux cognitifs et stylistiques de l'organisation hypertextuelle : le Lieu, Le Lien, Le Livre." Phd thesis, Université Toulouse le Mirail - Toulouse II, 2002. http://tel.archives-ouvertes.fr/tel-00006260.

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L'enjeu de ce doctorat est de montrer comment la perception et les pratiques liées à la figure de l'hypertexte permettent d'entrevoir de profonds bouleversements dans notre rapport à l'écrit (document numérique, nouveaux genres littéraires, textualité renouvelée), à l'organisation de la connaissance, ainsi qu'à la manière dont s'agrègent, se constituent, se développent et se transforment les différents types de rapport au réel présents dans toute organisation sociale réticulée. L'analyse critique de ces transformations nous permet de préciser comment se met progressivement en place une nouvelle écologie cognitive, en quoi elle est rendue nécessaire, et quels sont les outils (typologie englobante des processus de liaison entre entités) et les pratiques sociales émergentes qui la fondent. Dans notre premier chapitre, nous faisons d'abord un point sur les effets déjà mesurables de l'organisation hypertextuelle dans le rapport à l'écrit pour isoler les transformations cognitives occasionnées par ce nouveau support, pour isoler également la nouvelle organisation des structures traditionnelles de l'énonciation dans le processus de communication (rapports auteur-lecteur, agencements collectifs d'énonciation). Nous concluons par une typologie des nouveaux genres hypertextuels (liés notamment à l'utilisation de générateurs) et sur le statut littéraire de ces productions. Notre second chapitre aborde les aspects plus « théoriques » de l'organisation hypertextuelle au travers de l'étude systématique de ses procédés de liaison. Après un état de l'art de la question, nous définissons une typologie englobante des liens hypertextuels prenant en compte leurs aspects informatiques, les structures rhétoriques et formelles qui les sous-tendent et les différents types de rapport entre ces « entités-liens » autorisant à qualifier différentes organisations hypertextuelles. Sur tous ces points, les propositions formulées dans ce travail devront permettre d'améliorer les pratiques de navigation et de réduire certains effets liés (surcharge cognitive, désorientation). Notre troisième chapitre montre que ce que ces liens révèlent du fonctionnement de la pensée humaine (mode essentiellement associatif) est en train de changer la manière dont les systèmes et les organisations sociales se constituent et se développent, en mettant en place, de manière effective, des artefacts et de processus habituellement implicites et dont l'enjeu sera, pour le chercheur, d'accompagner le passage à l'explicite. Ce dernier chapitre s'appuie sur le dispositif expérimental FoRSIC et l'utilisation qu'il fait de différents types ontologiques, ce dernier étant caractéristique des ces nouveaux rapports au savoir que notre travail essaie de qualifier plus que de quantifier.

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Fujdiak, Radek. "Analýza a optimalizace datové komunikace pro telemetrické systémy v energetice." Doctoral thesis, Vysoké učení technické v Brně. Fakulta elektrotechniky a komunikačních technologií, 2017. http://www.nusl.cz/ntk/nusl-358408.

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Telemetry system, Optimisation, Sensoric networks, Smart Grid, Internet of Things, Sensors, Information security, Cryptography, Cryptography algorithms, Cryptosystem, Confidentiality, Integrity, Authentication, Data freshness, Non-Repudiation.

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Song, Ho Rim. "Complex Feedback Loops of Technoscience, Literature, and Culture: Dynamics of the Complexity Paradigm in Scientific Fiction." Thesis, 2010. http://hdl.handle.net/1969.1/ETD-TAMU-2010-08-8551.

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This dissertation explores the emergence of the complexity paradigm in our technoscience culture and proposes "scientific fiction" as a genre of cultural studies based on that paradigm. Throughout this dissertation, I use the terms and concepts of complexity theory developed by new science, which revises the reductionism and linearity of classic science. The complexity paradigm signifies a system of all knowledge that conceives the productivity and creativity of the complexity created by interconnective and interactive dynamics among and within systems. As a literary response to the complexity paradigm, scientific fiction emphasizes the productivity and creativity of the complexity, offering the possibility of the human‘s co-evolution with technoscience. These characteristics of scientific fiction help articulate new ontological, ethical, and aesthetic visions for the posthuman. This dissertation ultimately highlights the strong feedback loops of technoscience, literature, and culture, which promote the complexity paradigm. By comparing Pat Cadigan‘s Synners as a scientific fiction novel and William Gibson‘s Neuromancer as a representative postmodern science fiction novel, Chapter II presents the defining characteristics of scientific fiction, reconfiguring humanity in relation to the technoscience environment. Furthermore, analyzing Greg Bear‘s Blood Music, the chapter claims that the human subject is an adaptive, self-organizing, interconnective system. Grounded in such understandings of humanity and subjectivity, the next chapter examines Marge Piercy‘s He, She and It to offer a new ethical perspective, or the complexity ethics, which establishes the interconnective and interactive relationship between the human and the technological as an evolutionary partner. The complexity ethics describes human behaviors and thoughts in our technoscience culture rather than prescribing a moral guideline. Next, in investigating Shelley Jackson‘s Patchwork Girl, a hypertext novel that rewrites Mary Shelley‘s Frankenstein, Chapter IV explores a new aesthetics appreciating the creativity of the complexity produced by interconnective and interactive dynamics. Finally, through the analyses of the scientific fiction novels, this dissertation suggests that scientific fiction is a transdisciplinary field that can offer new cultural visions.

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Vogel, Wolfgang. "Complexity management in variant-rich product development." 2018. https://tud.qucosa.de/id/qucosa%3A36512.

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Complexity is the paradigm of the 21st century and has been discussed in several fields of research. During the last years, increasing complexity in manufacturing companies has been one of the biggest issues in science and practice. Companies in high-technology marketplaces are confronted with technology innovations, dynamic environmental conditions, changing customer requirements, globalization of markets and competitions, as well as market uncertainty, inducing an increasing amount of complexity. Manufacturing companies cannot escape these trends. In today’s highly competitive environment, it is fundamental for company’s success to develop and launch new products quickly and with customer’s individual settings to the market. The companies cope with these trends by developing new product variants, which lead to an increased complexity in the company and in product development. Complexity is influenced by internal and external sources of complexity, so-called complexity drivers. Complexity drivers have an influence on companies and the total value chain. Managing a system’s complexity requires an optimum fit between internal and external complexity. Identifying, analyzing and understanding complexity drivers is the first step for complexity management’s development and implementation. For managing and optimizing company’s complexity, a vast number of different single approaches is applied for different purposes. Complexity management is a strategic issue for companies to be competitive. The main important strategies for single approaches’ application are complexity reduction, mastering and avoidance. Complexity management requires approaches for complexity’s understanding, simplification, transformation and evaluation. A successful complexity management approach enables a balance between external market’s complexity and internal company’s complexity. The purpose of this dissertation is to close existing gaps in scientific literature by providing a complexity management in variant-rich product development. Therefor, a systematic literature review was performed regarding the issues ‘complexity drivers in manufacturing companies and along the value chain and their effects on company’s complexity’, ‘application of specific single approaches and their targeted strategy’, as well as ‘approaches for complexity management and especially for resource planning’. An empirical research was conducted to document the current state in the German manufacturing industry regarding the issues ‘complexity drivers in product development and their effects on company’s complexity’ and ‘application of specific single approaches for complexity management’. The empirical data was collected through questionnaires between 2015 and 2016. The empirical findings are compared with literature to identify commonalities and differences. Based on literature’s results, a new general approach for managing complexity in variant-rich product development was developed to bring the relevant steps for complexity handling in a sequence. In this approach, complexity in product development is systematically analyzed and evaluated to create conditions for target-oriented managing and controlling of complexity. Furthermore, the general complexity management approach is modified and structurally optimized to establish a target-oriented approach for resource planning in variant-rich product development. The new approaches are applied in the automotive industry to verify the results and approach’s applicability.

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Budd, Jonathan Stephen. ""Doing" Close Reading: Investigating Text Complexity and Text Difficulty in the Secondary English Language Arts Context." Thesis, 2015. https://doi.org/10.7916/D8T72GCC.

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This dissertation examines how the reading of complex literary texts is enacted by select tenth-grade students, and their teachers, both within and outside of the classroom context, with an aim toward deconstructing "close reading" as a preferred pedagogical choice with insufficient theorization or supporting research. First, utilizing an individual think-aloud protocol, the researcher solicited the responses of nine students, and one of their tenth-grade English teachers, as they read for the first time three short story texts selected based on their identification by the Common Core State Standards as texts of complexity for high school students: Chekhov's Home, Poe's The Cask of Amontillado, and Borges' The Garden of Forking Paths. Those case study students were then studied ethnographically via the researcher's participant observation in their tenth-grade English classes for all days over the period of time that a major literary text was taught: Golding's Lord of the Flies. Based on the principles of microethnographic discourse analysis, the research applied open coding to all artifacts: the think-aloud commentaries, the verbatim transcripts of the audiotaped classroom oral discourse, the documents of classroom written discourse, and the verbatim transcripts of ongoing semi-structured individual interviews with the student and teacher case study participants based on themselves as readers both within and outside of their English classroom contexts. Ultimately, the dissertation identifies themes related to text complexity - those elements inherent to the text itself as perceived by the individual reader during the reading act - and related to text difficulty - those elements situated within a contextualized environment of the reading act, including individual reader, text, classroom, tasks, peers, and teacher - to offer provisional conclusions with the intent of reconceptualizing Rosenblatt's transactional zone toward a stronger theory of how adolescents read literary texts.

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Schlee, Claudia Simone. "The poem as periodic center complexity theory and the creative voice in Nietzsche, Gottfried Benn and Wallace Stevens /." Diss., 2007. http://etd.library.vanderbilt.edu/ETD-db/available/etd-04092007-154516/.

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Gallagher, Gina Marie. "TIME SKIPS AND TRALFAMADORIANS: CULTURAL SCHIZOPHRENIA AND SCIENCE FICTION IN KURT VONNEGUT’S SLAUGHTERHOUSE-FIVE AND THE SIRENS OF TITAN." Thesis, 2012. http://hdl.handle.net/1805/3085.

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Indiana University-Purdue University Indianapolis (IUPUI) In his novels Slaughterhouse-five and The Sirens of Titan, Kurt Vonnegut explores issues of cultural identity in technologically-advanced societies post-World War II. With the rise of globalization and rapid technological advancements that occurred postwar, humans worldwide were mitigating the effects of information overload and instability in cultural identity. The influx of cultural influences that accompany a global society draws attention to the fluidity and inevitability of cultural change. A heightened awareness of cultural influences—past and present—creates anxiety for the generation living postwar and before the dawn of the Information Age. This generation suffers from “cultural schizophrenia”: a fracturing of the psyche characterized by anxiety over unstable cultural identities and agency. With the characters of Billy Pilgrim and Winston Niles Rumfoord, Vonnegut explores the different reactions to and consequences of cultural schizophrenia. His unique writing style is an effective hybrid of science fiction conventions and the complexities of human culture and society. Ultimately, Vonnegut explores the dangers of detachment and the complicated nature of agency with novels that are both innovative and accessible.

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Sicwebu, Noel Zanoxolo. "The representation of character in Es'kia Mphahlele's writings : a comparison of the autobiography Down Second Avenue (1959) and the novel The Wanderers (1971) with his philosophy in The African Image (1974)." Diss., 1999. http://hdl.handle.net/10500/16030.

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Literary representation of character in South Africa is not just problematic but also complicated by racial dynamics, which easily lead to prejudiced portrayal by most writers. Mphahlele's reaction to White writing's "distortion" of the image of Blacks, in his critical texts resulted in his being labelled a protest writer. Concerning his creative writing, he admits that he initially couldn't portray the character of a white person roundedly due to limited acquaintance with him. What he only knows about him and therefore depicts in his early writings is the White stereotype. His acquaintance with the White world through varied interaction gives a leverage that improves his portrayal of the White character. Consequently his later works reflect objective representation of characters from different races. The study therefore concludes that he falls outside the bracket of protest writers, as his literary works prove to transcend the limitations of stereotypical character representation. Afrikaans and Theory of Literature M.A. (Theory of Literature)

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Delgado, João Pedro Consciência. "Minimality and memory in syntactic complexity : an empirical investigation into the processing of relative clauses and control structures." Master's thesis, 2019. http://hdl.handle.net/10451/43879.

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Object relative clauses (OR) are harder to process than subject relative clauses (SR). The complexity of OR has been attributed to intervention of the subject determiner phrase (DP) in the filler-gap dependency, either due to memory decay or interference, or as a consequence of grammatical restrictions on syntactic movement, based on Relativized Minimality (RM). Subject control (SC) structures with ditransitive verbs, but not object control structures (OC), parallel OR in instantiating a filler-gap dependency across an intervening DP. Therefore, it is a question of interest whether SC patterns like OR in terms of processing complexity. Memory accounts of OR complexity expect parallel complexity asymmetries between relative clauses and control structures, i.e. greater processing difficulty with OR and SC than with SR and OC, respectively. Adopting the RM account of OR complexity, on the other hand, parallel asymmetries are expected only if control structures, like relatives, are derived via movement. In this study, 69 participants read sentences and answered comprehension questions in a self-paced reading task with moving-window display, comprising four experimental conditions: SR; OR; SC; OC. Furthermore, participants performed four supplementary tasks, serving as measures of resistance to interference, verbal knowledge, working memory capacity and lexical access ability. The results from the reading task showed that, whereas OR were harder to process than SR, SC was not harder to process than OC, arguing against memory accounts of OR complexity and, adopting the RM account, a movement analysis of control. Furthermore, we found that, although resistance to interference, lexical knowledge and working memory capacity modulated certain aspects of the processing of sentences with relative clauses, OR complexity effects emerging in comprehension accuracy and reading times were not modulated by any of these processes. We thus conclude that OR complexity effects result from a functionally isolated grammatical process, based on RM. As orações relativas de objeto (RO) são mais difíceis de processar do que as orações relativas de sujeito (RS). A complexidade das RO tem sido atribuída à intervenção do sintagma determinante (SD) sujeito na dependência filler-gap, quer devido a decaimento ou interferência em memória, quer em consequência de restrições gramaticais no movimento sintático, baseadas no princípio Relativized Minimality (RM). Tal como as RO, as estruturas de controlo de sujeito (CS) com verbos ditransitivos instanciam uma dependência filler-gap com cruzamento de um SD interveniente, o que não acontece nas estruturas de controlo de objeto (CO). Portanto, é importante perceber se o CS revela uma complexidade de processamento equivalente à das RO. As propostas de memória para a complexidade das RO esperam assimetrias de complexidade paralelas entre relativas e controlo, i.e. maior dificuldade de processamento com RO e CS do que com RS e CO, respetivamente. Adotando a proposta de análise gramatical (RM) para a complexidade das RO, por outro lado, esperam-se assimetrias paralelas entre relativas e controlo somente se as estruturas de controlo, tal como as relativas, forem derivadas através de movimento sintático. No presente estudo, 69 participantes leram frases e responderam a perguntas de compreensão sobre essas frases numa tarefa de leitura automonitorada, em quatro condições experimentais: RS; RO; CS; CO. Para além da tarefa de leitura, os participantes completaram quatro tarefas suplementares, servindo de medidas de resistência à interferência, conhecimento lexical, capacidade de memória de trabalho e habilidade de acesso ao léxico. Os resultados da tarefa de leitura mostraram que, enquanto as RO foram mais difíceis de processar do que as RS, o CS não foi mais difícil de processar do que o CO, o que vai contra as propostas de memória para a complexidade das RO e, adotando a proposta gramatical (RM), a análise de controlo como movimento. Além disso, mostrou-se que, apesar de certos aspetos do processamento de frases com orações relativas terem sido modulados pela resistência à interferência, o conhecimento lexical e a capacidade de memória de trabalho, os efeitos de complexidade das RO emergentes na precisão de resposta à questão de compreensão e nos tempos de leitura não foram modulados por nenhum destes processos. Assim, concluímos que os efeitos de complexidade das RO são resultado de um processo gramatical funcionalmente isolado, baseado no princípio RM.

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Nortje, Sandra. "Die vrou as outobiograaf: die Suid-Afrikaanse konteks." Thesis, 2007. http://hdl.handle.net/10500/1703.

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This dissertation is a report on a study about autobiography as genre, focusing on the voice of the white, Afrikaans-speaking woman. The point of departure for this study was a survey of the number of autobiographies written in Afrikaans by these women. With the focus on the limited number of such autobiographies three autobiographies were studied, namely, Met die Boere in die veld (Sarah Raal), My beskeie deel (M.E.R.) and 'n Wonderlike geweld (Elsa Joubert). Within the framework of the complexity systems theory the role of the observer (author/reader) was studied to determine the possibility of demonstrating that when reading/writing an autobiography, some epistemological changes may occur, manifesting as conceptual changes in the mind of the observer. It could be demonstrated that because of women's sensitivity to interpersonal relationships they are capable of acting as unique registers of the complexity of individual existence, while remaining aware of the constant influence, effect and needs of the other. AFRIKAANS & THEORY OF LIT MA (AFRIKAANS)

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Sousa, Maria Manuela Lopes Alves de. "Um sistema gamificado para aprendizagem da gramática em Português Língua Estrangeira-Língua Segunda: os pronomes clíticos." Master's thesis, 2017. http://hdl.handle.net/1822/56227.

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Dissertação de mestrado em Português Língua Não Materna (PLNM) – Língua Estrangeira(PLE)/Português Língua Segunda(PL2) Forças geopolíticas diversas e a atual conjuntura socioeconómica internacional têm gerado um interesse crescente pela aprendizagem do Português como língua estrangeira/língua segunda. Perante esta realidade, emerge a necessidade de produção de materiais para o seu ensino, adequados aos tempos modernos, em consonância com o conhecimento produzido pela investigação em Aquisição de Segundas Línguas, e promotores do sucesso na aprendizagem. As Tecnologias da Informação e Comunicação, no seu estado atual de desenvolvimento, têm um potencial, como facilitadores da aprendizagem das línguas, que nunca antes existiu, permanecendo, porém, inexplorado. O conceito de gamificação, que tem vindo recentemente a ser desenvolvido, poderá ser uma peça-chave na transformação do ensino da gramática das línguas, maximizando as potencialidades da tecnologia. Carece, no entanto, de experimentação cientificamente acompanhada e, para tal, é necessária a existência de um protótipo. Neste trabalho, construiu-se um modelo operacionalizável para a produção de “um sistema gamificado” para aprendizagem da gramática em Português Língua Estrangeira/Língua Segunda, exemplificado num subsistema dos pronomes clíticos do português europeu. O processo de experimentação, que deverá seguir-se, proporcionará oportunidades de reflexão mais aprofundada sobre o potencial das tecnologias no ensino-aprendizagem das línguas. Diverse geopolitical forces and the current international socioeconomic conjuncture have generated a growing interest in learning Portuguese as a foreign/second language. Faced with this reality, the need to produce materials for teaching, appropriate to modern times, in line with the knowledge produced by research in Second Language Acquisition, and promoters of success in learning emerges. Information and Communication Technologies, in their current state of development, have a potential, as facilitators of language learning, that has never existed before, but that remains unexplored. The concept of gamification, which has recently been developed, may be a key element in the transformation of language grammar teaching, maximizing the potential of technology. It lacks, however, scientifically accompanied experimentation and, for this, the existence of a prototype is necessary. In this work, it was constructed an operable model for the production of a "gamified system" for learning grammar in Portuguese foreign language / second language, exemplified in a subsystem of European Portuguese clitic pronouns. The process of experimentation, which should be followed, will provide opportunities for further reflection on the potential of technologies on language teaching and learning.

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Dissertations / Theses on the topic 'Literature and Complexity'

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