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Wang, Lei. "The Upward Pygmalion Effect in the Organization." TopSCHOLAR®, 2000. http://digitalcommons.wku.edu/theses/707.
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This study examined the upward Pygmalion effect from the subordinate to the supervisor. One hundred and sixty-one undergraduate participants assumed the role of a supervisor and were randomly assigned to one of nine experimental conditions representing different levels of expectations and performance feedback. Participants then completed questionnaires designed to measure self-efficacy and the performance effort level of the supervisor. The result of the study failed to support the hypotheses that positive subordinate expectations would improve supervisors' self-efficacy level and that negative subordinate expectations would have little impact on supervisors' self-efficacy level, but succeeded in supporting the hypothesis that supervisors' performance effort level is unlikely to be influenced by subordinate expectation feedback. Explanations for the result of the study were explored.
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Achour, Fatiha. "Les adaptations arabes du mythe de pygmalion." Paris 4, 1988. http://www.theses.fr/1987PA040448.
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Le but de cette these, c'est de faire une etude comparative sur le theme de pygmalion qui a inspire nos ecrivains contemporains : khalil hindaoui, tawfiq al hakim et fouad al mouhandis qui ont retraces cette legende differemment suivant l'experience personnelle de ses trois ecrivains qui sont au fond des incurables romantiques, ainsi ce chef d'oeuvre reflete leurs blessures interieures et leur souffranceTo have seen leading an existance doomed to crimes full of horrors for the vice that nature has extravagantly offered the woman to the point of living without spouses. Bachelor with a marvellous art he sculpted on ivory a splendid body. Pygmalion was lost in wonder and his hart inflamed for this body appearance. The gods apollon and venus realise that he was so sad they send a sould to the statue and became alive. They got married and had a son named galatee. The writer now days are inspired by this mith and that is what i am intending to develop in this project
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O'Reilly, Mary Bernadette. "Undercurrents in Ovid's 'Metamorphoses' : Hercules, Pygmalion, and Myrrha." Thesis, University of Glasgow, 2003. http://theses.gla.ac.uk/2464/.
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This study looks at three episodes in Ovid’s Metamorphoses, namely the Hercules episode in Book 9 and the Pygmalion and Myrrha episodes in Book 10. These episodes are connected by the fact that, in each, the superficial interpretation of the text interacts with the tale’s underlying meaning and thus invites reassessment of that tale. This is a recurring feature throughout the Metamorphoses. The first chapter looks at the Hercules episode. It begins with a study of Ovid’s sources for the tale of Hercules and Deianira and is followed by a discussion of the episode itself. The central argument is that despite the amatory facade of the tale, the narrator systematically establishes Hercules’ lack of amorous interest in Deianira. The second chapter examines the Pygmalion episode. It looks at recent critical interest in the implicit eroticism of the episode and further contributes to this area of discussion. This study has two parts. In the first, Venus’ contribution to the erotic undercurrent in the tale is discussed. In the second, the relationship between Pygmalion and the Iphis episode in Book 9 is examined. The third chapter discusses the Myrrha episode which immediately follows that of Pygmalion in Ovid’s epic. The central argument of this chapter is that Ovid deliberately establishes a ritual undercurrent of sacred marriage in the tale. This Cyprian cult practice was an important feature of the Myrrha-Cinyras legend and examination of this aspect in the Ovidian adaptation begins with an examination of the relevance of this ritual motif to that legend generally. This is followed by a discussion of how Ovid deliberately establishes the scared marriage as a backdrop to his own incest tale. This depends on the creation of an undercurrent of marriage and on the religious atmosphere which exists alongside it.
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Pépin, Monique. "Pygmalion à l'école : synthèse de la littérature (1968-1986)." Thesis, University of Ottawa (Canada), 1990. http://hdl.handle.net/10393/5588.
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Pygmalion est-il une realite dans les ecoles, comme le suggerait la recherche de Rosenthal et Jacobson, parue en 1968, "Pygmalion in the classroom. Teacher expectations and pupil's intellectual development"? Une synthese de la litterature qui a porte sur les attentes des enseignants et les effets de ces attentes sur le developpement des eleves a ete entreprise dans le but de repondre a cette question. Les resultats de deux cent trente-deux (232) recherches nord-americaines qui ont etudie les attentes des enseignants aux niveaux elementaire et secondaire ont ete analyses. Les recherches ont ete regroupees antour de trois grands aspects qui ont ete consideres par les chercheurs, a savoir la formation des atentes des enseignants, la communication de ces attentes dans la relation educative et les effets de ces attentes sur le developpement des eleves. Comme methode d'analyse des resultats des recherches, nous avons utilise une approche criteriee, fondee sur le pourcentage de recherches dont les resultats convergent. (Abstract shortened by UMI.)
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Puyôou, Bianca. "Pygmalion, un mythe génésiaque. Conceptions et représentations du pouvoir créateur." Thesis, Paris 4, 2016. http://www.theses.fr/2016PA040215.
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Ce travail herméneutique interdisciplinaire où littérature et philosophie intimement s’entremêlent et dialoguent avec les sciences dites dures, s’est tout d’abord employé à définir la notion de mythe comme type de récit littéraire illustrant une prise de position quant à une question métaphysique et a révélé le récit ovidien de Pygmalion comme un mythe génésiaque au cœur duquel se trouve l’homme. Cheminant du XVIIIe au XXe siècle au fil de l’histoire des idées européennes, il s’est ensuite arrêté sur les différentes productions littéraires allemandes, françaises et italiennes réinvestissant le mythe à la lumière de la problématique dégagée du texte mère : celle de l’ampleur du pouvoir créateur de l’homme, afin d’en extraire les caractéristiques communes. Dans leur traitement de l’eros et de l’art, ces dernières posent un rapport à autrui et au monde orienté vers une dynamique de création se réalisant à travers un processus analogue, reposant sur les représentations ainsi que l’implication et les dispositions mentales et personnelles du sujet, l’extase, la volonté et la foi. Forts de leurs enseignements et de ce constat, il s’est à son tour emparé de cette question à travers l’élaboration d’un mythologisme anthroposophique convoquant des découvertes ayant eu lieu au XXIe siècle dans le domaine des neurosciences, de la physiologie, de la sémiostylistique, de l’éthique et de l’esthétique. Ce système de pensée, dans une quête de compréhension de ce processus créatif, a mené à la redéfinition d’un Homme alors compris comme essentiellement mû par un instinct représentationnel, un mouvement plasmateur, évoluant entre Créativité, Plaisir et Beauté, à travers l’exercice duquel il réalise sa LibertéThis hermeneutic interdisciplinary work, where literature and philosophy are tightly intertwined and converse with the so-called hard sciences, first proceeds to define the notion of myth as a literary type of story that illustrates a stance on a metaphysical question. It reveals Ovid’s story of Pygmalion as a genesiac myth in which mankind is at the heart. Progressing from the XVIIIe to the XXe century along the history of European ideas, it then halts at the French, German and Italian literary works that revisit the myth, in light of the question drawn from the source text – that of the extent of Man’s creative power – in order to extract the common characteristics. In their study of Art and Eros, they present a relationship to the world and to the others that is directed toward a dynamic of creation that is realized through a similar process based on the representations along with the mental and personal implication and dispositions of the subject, ecstasy, will and faith. In turn, drawing on their lessons and this observation, this work eventually answers this question by elaborating an anthroposophical mythologism that call upon XXIe century discoveries in neurosciences, physiology, semiostylistic, esthetic and ethic. This system, in its quest of understanding this creative process, has led to the redefinition of a Man essentially led by a representational instinct, a creative gesture, moving from Creativity, to Pleasure and Beauty, by which he achieves his Freedom
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Michal, Madeleine. "Métamorphoses et mutations littéraires ou artistiques : Pygmalion et au-delà." Paris 7, 2011. http://www.theses.fr/2011PA070072.
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Puisé aux sources de textes divers, issus de l'antiquité à nos jours, principalement la littérature, nous étudions dans différentes expressions : création, métamorphose, sublimation de personnages emblématiques, avec ou sans l'intervention du syndrome de Pygmalion. Interférence de l'amour, de la folie et des fantasmes naturels ou hallucinogènes, à la lisière du fantastique, sosies, transpositions et subterfuges, conduisent tant au succès qu'à l'échec. L'émergence de personnages créés, modifiés, ressuscites, animés ou réanimés illustrent le désir permanent de créer, de générer, qui nous motive. Pygmalion en est le porte drapeau, mais nous allons bien au delà de son mythe. En filigrane demeure la notion tant de sublimation que d'animation. Nombreux sont les échecs, en opposition aux quelques succès, plus ou moins spectaculaires. Les fictions sont étayées par les récit biographiques romancés mais réels. Aucun des héros n'échappe à une forme de mutation, intellectuelle, psychique, physique ; désirée ou subie, dirigée ou personnelle et parfois la conjugaison des deux. L'entreprise n'est jamais innocente, et parfois au seul bénéfice du Pygmalion démiurge ou narcissiqueDrawing on various text sources, mainly literary, from antiquity until the present day, we have studied different ways of expression: creation, metamorphosis and sublimation of emblematic characters, with or without the Pygmalion syndrome. The interference of love, madness and natural or hallucinogenic specters, on the edge of the fantastic, with doubles, transpositions and subterfuges lead these characters to success as well as to failure. The emergence of created, modified, resuscitated, lively or revived characters illustrates the desire that motivates us. Pygmalion is the standard-bearer, but we go far beyond his myth. Sublimation and liveliness remains in the background. There are innumerable setbacks, in contrast with the few successes that are more or less spectacular. These novels are based on real-life, though somewhat romanticized biographies. None of the heroes escapes intellectual, psychic, physical mutation, whether desired or suffered, either directed or personal and sometimes the combination of the two. Never is the endeavour innocent; sometimes it is to the exclusive benefit of the godlike or narcissistic Pygmalion
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Rossi, Iuliana. "L'effet paravent des TICE." Thesis, Cergy-Pontoise, 2014. http://www.theses.fr/2014CERG0696/document.
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L'effet paravent est une proposition contradictoire à l'effet Pygmalion. Les études de Rosenthal et Jacobson ont mis en évidence le fait que les attentes des enseignants ont comme résultat la tendance de l'élève à se conformer à ces attentes. Par conséquent, les élèves considérés comme susceptibles de s'épanouir arrivent à obtenir des résultats supérieurs aux résultats des autres élèves (et inverse pour les élèves faibles). Mais, les enseignants élaborent souvent des attentes en prenant en compte des éléments qui ne se situent pas dans une relation directe avec les performances scolaires. Le genre, l'origine ethnique, la classe socioéconomique, l'attractivité physique sont des facteurs qui influencent l'élaboration des attentes par les enseignantes, malgré leurs caractères moins fiables. L'essor des technologies, ces dernières années, leur utilisation massive et à grande échelle au niveau de la société, ainsi que leur introduction dans les écoles semblent offrir de nouvelles perspectives, y compris celle de l'amélioration des résultats des élèves, dus aux représentations erronées des enseignants à l'égard de potentiel cognitif de leurs élèves. En effet, avec les technologies, l'école trouve de nouvelles ressources pour accomplir sa mission. Compte tenu de ces nouvelles conditions de travail et d'apprentissages apportées par l'utilisation des technologies, un certain nombre de questions surgissent en lien direct avec les possibilités de changer les regards des enseignants concernant les performances des élèves, avec des effets bénéfiques sur l'image de soi des élèves et, pourquoi pas, sur leurs résultats scolaires. Pour répondre à ces questions, ce travail propose l'étude de l'effet paravent des TICE, autrement dit, la possibilité d'utiliser les TICE pour contrecarrer les effets d'attentes des enseignants sur les performances des élèves. Dans cette perspective, des technologies permettant l'assurance de l'anonymat apparaissent comme un élément susceptible de briser la relation classique maître-élèveThe screening effect is opposite proposal to the so called Pygmalion effect. Early studies of Rosenthal and Jacobson had proven the pupils' tendency to reach teacher's expectations concerning theirs scholar performances. It follows that the students considered as promising get usually better results than the others (and contrary, those one considered as weak got lower results). Nevertheless the teacher expectations are sometime based on facts that are not direct linked to the scholar performances. Despite theirs reliability, the gender, the ethnical origin, the social level and physical attractiveness are factors that can contribute in establishing these expectations. The development of ICT in last decades and subsequently their massive use in society (particularly in scholar environment) offers completely new opportunities and perspectives. The aim of present thesis is to study the impacts of these technologies within situations when a relatively poor level of scholar achievements has like source a possible wrong estimation of teachers concerning the scholar potential of theirs students. We can say that by using these new technological achievements the school is finding in fact new tools for achieving its important mission. Currently, intensive efforts are made on studying how this completely new educational work environment and the particularities of these new techniques can influence teachers' regard on scholar's performances with positives effects on the self-esteem of the students or even on their scholar achievement. Trying to answer to some of these questions, the aim of present work is to study the screening effect of ICT, thus the possibility of using ICT to diminish the effects of teaching expectances on the scholar performances of the students. In this context, using ICT to hide the student identity seems to break the classical student teacher interaction
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Shum-King, Muriel. "Pygmalion ou la question de la création dans la pensée contemporaine." Paris 8, 1997. http://www.theses.fr/1997PA081350.
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Cette these presente les approches recentes qui contribuent au developpement de la modelisation des connaissances ainsi qu'au processus de la creation conceptuelle cette question est essentielle dans des disciplines aussi differentes que la philosophie, l'intelligence artificielle, l'esthetique et l'informatique. En premier lieu, le pouvoir de creer est une question complexe. Les approches critiques de l'action de creer impliquent de vastes sujets de recherches ou connexions avec des sujets tels que les operations de recherche et d'apprentissage, incluant les perspectives de l'etude de l'esprit, des experiences conceptuelles, de la "pensee collective" et des "anomalies neurales". En depit du fait que, de nos jours, la creation computationnelle signifie gerer l'incertain, la question porte sur une modalite precise de la pensee humaine : le processus de la creation conceptuelle est-il plus interessant s'il s'accompagne d'une methode ?. Les procedures heuristiques peuvent etre lancees sur plusieurs machines : machines virtuelles, meta-machines, etc. Comment les machines peuvent-elles "trouver" une nouvelle ontologie des relations ? en second lieu, nous imaginons plus d'idees que nous ne pourrions appliquer dans notre propre vie. Le pouvoir de creer et de modeliser est relie au pouvoir de decider et de choisir quel environnement est le plus approprie pour construire une forme. Troisiemement, l'idee sous-jacente de ce travail est que les ordinateurs et machines conceptuelles peuvent proposer de nouveaux agencements pour operer une metamorphose afin de depasser les contraintes de l'espace et du temps. L'histoire de pygmalion appartient au reve antique qui poursuit le but de creer a l'egal de dieu et d'atteindre une nouvelle maniere de modeler l'esprit humain et la vie des creatures artificielles ou "inorganiques". La vie artificielle, les anges virtuels nous apportent, dans notre espace limite, une variete de reponse totale pour trouver une nouvelle expression du sentiment comme si l'humain etait une extension d'un espace cognitif differentTHIS THESIS PRESENTS RECENT APPROACHES TO THE DEVELOPMENT IN KNOWLEDGE OF MODELLING AND IN THE PROCESS OF CONCEPTUAL CREATING. THIS STUDY COVERS A WIDE RANGE OF RESEARCH AREAS IN VARIOUS ENVIRONMENTS. THIS QUESTION IS ESSENTIAL IN MANY DISCIPLINES SUCH AS PHILOSOPHY, ARTIFICIAL INTELLIGENCE, ESTHETIC AND COMPUTER SCIENCE. FIRST, CREATION, THE POWER TO CREATE IS A COMPLEXE QUESTION. THE CRITICAL APPROACHES OF CREATING INVOLVES A BROAD research TOPIC WITH CONNECTIONS TO TOPICS AS OPERATIONS RESEARCH AND LEARNING, IT INCLUDES THE PERSPECTIVES OF THE STUDY OF MIND, CONCEPTUAL EXPERIENCE, COLLECTIVE THINKING AND NEURAL ANOMALIES. IN SPITE OF THE FACT THAT, NOWADAYS, COMPUTATIONNAL CREATION MEANS TO MANAGE THE UNCERTAINTY, THE QUESTION IS FOCUSED ON A PRECISE MODALITY OF THE HUMAN THINKING : IS THE PROCESS OF A CONCEPTUAL CREATION MORE INTERESTING WITH A METHOD ?. THE HEURISTICS PROCEDURE CAN ALSO BE RUN ON SEVERAL MACHINES : VIRTUAL MACHINES, META-MACHINES, ETC. HOW CAN THE MACHINES FIND A NEW ONTOLOGY OF RELATIONSHIP ? SECONDLY, WE IMAGINE MORE IDEAS THAN WE COULD EVER APPLY AND DISCOVER IN OUR OWN LIFE. THE POWER OF CREATING AND MODELLING IS CONNECTED TO THE POWER OF MAKING A DECISION AND CHOOSING WHICH ENVIRONMENT IS THE MORE APPROPRIATE TO BUILD A NEW FORM !. THIRDLY, THE UNDERLYING IDEA OF THIS WORK IS THAT THE COMPUTERS AND CONCEPTUAL MACHINES CAN PROVIDE NEW AGENCEMENTS TO OPERATE METAMORPHOSIS IN ORDER TO GO BEYOND THE CONSTRAINT OF SPACE AND TIME. THE STORY OF PYGMALION BELONGS TO THE ANCIENT DREAM WHICH PURSUES THE GOAL TO CREATE AS GOD, AND TO REACH ANOTHER WAY OF MODELLING HUMAN BEING MIND AND BODY AND LIFE OF IN-ORGANIC AND ARTIFICIAL CREATURE. ARTIFICIAL LIFE, "VIRTUAL ANGELS", BRINGS US, IN OUR RESTRICTED SPACE, A WHOLE VARIETY OF RESPONSES TO FIND ANOTHER EXPRESSION OF FEELING AS IF HUMAN BEING WAS AN EXTENSION OF A DIFFERENT COGNITIVE SPACE
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Mañes, Bordes Maria del Mar. "Joan Oliver: traductor Estudi de l’adaptació lliure de Pygmalion de G.B. Shaw." Doctoral thesis, Universitat Autònoma de Barcelona, 2016. http://hdl.handle.net/10803/394042.
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Joan Oliver és un dels autors cabdals de la literatura catalana contemporània. Malgrat que l’obra poètica i dramàtica és ben coneguda, no ho són tant les traduccions, sobre les quals s’han dut a terme pocs estudis. Sobretot durant l’exili a Xile i en tornar a Barcelona, Oliver es va dedicar a la traducció per motius econòmics. Aquesta tesi fa èmfasi en l’estudi de cas de la traducció al català del Pygmalion de George Bernard Shaw. L’autor canvia l’espai i el temps del text original per la Barcelona de postguerra per tal d’adequar les peculiaritats lingüístiques dels personatges i els elements culturals de l’obra per al públic destinatari. En aquest treball estudiem, d’una banda, la variant lingüística “xava”, que s’empra com a equivalent de l’accent “cockney” de l’anglès, i, de l’altra, els canvis en l’espai i el temps i els motius pels quals l’autor pren unes decisions concretes dins d’un context sociocultural i històric concret. Aquests elements s’avaluen prenent com a referència l’escola de la manipulació i la teoria de l’skopos per tal de demostrar que els canvis es van dur a terme després d’un procés de reflexió.Joan Oliver is one of the most important authors in contemporary Catalan literature. Although he is most known for his poetic and dramatic works, his translations are often overlooked and few studies about them have been made. After the Spanish civil war, Oliver used translation as a means of economic support during his exile in Chile and after his return to Barcelona. My thesis is focused on the case study of Oliver’s translation of George Bernard Shaw’s Pygmalion. In order for the linguistic peculiarities of the ST to be acceptable for the TT audience, Oliver changes the time and setting of the play to post-war Barcelona, as well as many cultural referents and the linguistic variety used by the characters. In my project, I study the characteristics of the xava variety of Catalan language, which is used as an equivalent to the cockney accent of English. At the same time, I look at the changes in time and setting and determine the reasons why they were chosen within their sociocultural context. Most of them are equivalents in the city of Barcelona of elements of London, while others try to keep the essence of the original cultural element. In my study I look at these considerations and evaluate them from a functionalist point of view, mainly the theory of skopos, in order to prove that the author does not make these changes casually, but after a process of reflection.
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Hatherley, Frances. "Sublime dissension : a working-class 'Anti-Pygmalion' aesthetics of the female grotesque." Thesis, Middlesex University, 2017. http://eprints.mdx.ac.uk/23204/.
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This thesis reclaims and refigures negative stereotypical images of working-class femininity, proposing an “Anti-Pygmalion” aesthetics (referencing Shaw’s Pygmalion)in which pressure to conform to bourgeois notions of respectability is refused in favour of holding onto aspects of working-class female identity which have been treated as faulty and shameful. It examines a previously under-theorised dimension of the “female grotesque”: its formation under a process of classed construction. Contesting the disavowal of class identity in much art writing, I explore how it shapes art reception, showing how images of the Anti-Pygmalion female grotesque can provoke sublime experiences in viewers who share an empathetic connection with the work’s presentation of class difference. Against Enlightenment aesthetic theories which associate the sublime with the lofty, this thesis conceptualises it from the perspective of working-class women, connecting it with an excitement and awe that comes from below and bursts up and out. My approach is auto-ethnographic, drawing on my experiences as a woman from a working-class background to deepen my readings and address gaps in the field. To counter the erasure of working-class artists, I focus on work by working-class British artists and filmmakers from the 1980s –2000s. Exploring the problematic experiences of working-class artists and writers in the institutional spaces of education and the art world, I highlight the resulting internalisation of stigmatised subjectivities. This frames my analysis of three case studies, each addressing aspects of working-class femininity: Jo Spence’s Class-Shame series, the photographs collected in Richard Billingham’s Ray’s a Laugh, and Carol Morley’s film The Alcohol Years. My analysis builds up a dialogue around Anti-Pygmalion aesthetics which forces a reconsideration of the categories of the sublime and the grotesque in the light of working-class identities and creativities, dispelling stereotypes which have hampered existing criticism, and reframing working-class stories and lives as significant and valuable.
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Roos, Bonnie. "Reviving Pygmalion : art, life and the figure of the statue in the modernist period /." view abstract or download file of text, 2001. http://wwwlib.umi.com/cr/uoregon/fullcit?p3045092.
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Thesis (Ph. D.)--University of Oregon, 2001.Typescript. Includes vita and abstract. Includes bibliographical references (leaves 277-283). Also available for download via the World Wide Web; free to University of Oregon users.
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Almadi, Sejla. "The naturally occuring Pygmalion effect in the context of the CCE program : a new perspective." Thesis, Bordeaux, 2018. http://www.theses.fr/2018BORD0196.
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L'effet de Pygmalion au travail est intégré dans les cadres conceptuels des prophéties autoréalisatrices et des styles de leadership dans le domaine du comportement organisationnel. Son actualité se caractérise par un effet d’espérance interpersonnelle, son importance étant d’avoir un impact exceptionnel sur l’amélioration du leadership et la performance professionnelle des employés. Cependant, les préoccupations éthiques, phénoménales et méthodologiques de ses expériences ont soulevé des critiques. En réponse à cela, la thèse a proposé une nouvelle perspective à mettre en œuvre basée sur les trois dimensions du naturel (comportement, mise en place, traitement) et a émis l'hypothèse de l'occurrence naturelle de l’effet Pygmalion au travail. Par conséquent, la thèse visait à voir le test de la réalité, si et comment il est réalisé dans le contexte choisi du Programme d'Emploi de la Communauté culturelle. Il a appliqué une conception séquentielle exploratoire avec deux collectes de données: observation des participants (n = 25-130), questionnaires organisationnels (n = 1146-1155). L'analyse reposait sur des stratégies de quantification et de validité et prenait des statistiques descriptives et inférentielles. Les résultats ont contribué aux aspects théoriques et méthodologiques des recherches sur les effets de Pygmalion et de Galatea, à la question du contexte naturel et au programme étudiéThe Pygmalion effect at work is embedded into the conceptual frameworks of self-fulfilling prophecies and leadership styles within the field of Organisational Behaviour. Its actuality lays in operating as an interpersonal expectancy effect, its significance lays in having an outstanding impact on leadership improvement and follower job performance. However, the ethical, phenomenal and methodological concerns of its experiments raised arguments. As a response to these, the dissertation proposed a new perspective to be implemented based on the three dimensions of naturalness (behaviour, setting, treatment) and hypothesized the naturally occurring Pygmalion effect at work. Therefore, the thesis aimed to see the test of reality, if and how it is realized in the chosen context of the Cultural Community Employment Program. It applied an exploratory sequential design with two data collections: participant observation (n=25-130), organisational questionnaires (n=1146-1155). The analysis was based on quantification and validity strategies, it took descriptive and inferential statistics. The findings contributed to the theoretical and methodological aspects of Pygmalion and Galatea effect researches, the issue of the natural context and the investigated program
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Linnemann, Travis Wade. "Pygmalion in the courtroom : the impact of court-level racial threat on criminal justice decision making." Thesis, Manhattan, Kan. : Kansas State University, 2006. http://hdl.handle.net/2097/187.
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Furlanetto, Priscila Fernanda. "Análise descritiva da tradução para o português de Pygmalion de George Bernard Shaw por Millôr Fernandes /." Assis : [s.n.], 2008. http://hdl.handle.net/11449/94101.
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Orientador: Cleide Antônia RapucciBanca: Solange Aranha
Banca: Sérgio Augusto Zanoto
Resumo: As obras de um dos mais conhecidos humoristas brasileiros, Millôr Fernandes, já foram bastante exploradas pelos pesquisadores de uma forma geral. Mesmo assim, há ainda uma vertente desse autor a ser estudada: o Millôr tradutor. O nosso objetivo nesta dissertação é analisar a peça Pygmalion, escrita por George Bernard Shaw em 1913, e sua tradução para o português pelo autor-tradutor Millôr Fernandes em 1963. A peça em cinco atos trata do professor de fonética Henry Higgins que se prontifica a transformar Eliza Doolittle, uma vendedora de flores que fala o dialeto cockney, em uma verdadeira dama, ensinando-a a falar "corretamente". O que nos chama a atenção nesta obra de Shaw é o dialeto cockney e as muitas expressões que encontramos no decorrer da peça. A nossa intenção é, portanto, mostrar as soluções encontradas por Millôr ao traduzir Pygmalion. No primeiro capítulo, temos um panorama geral do gênero teatral, da tradução em si e posteriormente a história da tradução de teatro, assunto pouco explorado até hoje pelos teóricos e que nos é importante para que possamos ter uma visão geral da linha que cada um destes teóricos seguem. No segundo capítulo exploramos um pouco acerca do autor da peça, George Bernard Shaw, mostrando suas obras, sua vida e suas características principais, além de termos uma análise da peça com o objetivo de que os leitores possam entender quais são os pontos principais da obra e sua idéia central. O terceiro capítulo é o que nomeia esta dissertação, pois é onde analisamos a tradução para o português de Pygmalion, mostrando quais foram as maiores dificuldades encontradas por Millôr, chamado por nós de autor-tradutor, e as soluções apresentadas por ele para resolver o problema da... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The works by one of the most known Brazilian humorists, Millôr Fernandes, have already been explored by many researchers in general. However there is still an aspect of this author to be studied: Millôr as a translator. Our main objective in this dissertation is to analyze the work Pygmalion written by George Bernard Shaw in 1913 and translated to Portuguese by the author-translator Millôr Fernandes in 1963. The play is divided in five acts and deals with the phonetics professor, Henry Higgins, who is in charge of transforming Eliza Doolittle, a flower saleswoman who speaks cockney dialect, in a truthful lady, teaching her how to speak English properly. What draws our attention in Shaw's work is the cockney dialect and the plenty of expressions that we can find in the play. Our main intention here is to show the difficulties and the solutions found out by Millôr during Pygmalion translation. In the first chapter we have a general panorama about the theatre genre, the translation itself and later about the history of the theatre translation, a subject that is not much explored by scholars and that is very important for us because we can have a general view of each tendency that these scholars follow. The second chapter explores a little bit about the play author, George Bernard Shaw, showing his works, his life and his main characteristics, besides having a play analysis to allow the readers a better understanding about the main points of the play and its central idea. The third chapter names this dissertation and analyses the Portuguese translation, showing the major difficulties found by Millôr, whom we call an author-translator, and the solutions he presents to the cultural... (Complete abstract click electronic access below)
Mestre
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Furlanetto, Priscila Fernanda [UNESP]. "Análise descritiva da tradução para o português de Pygmalion de George Bernard Shaw por Millôr Fernandes." Universidade Estadual Paulista (UNESP), 2008. http://hdl.handle.net/11449/94101.
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As obras de um dos mais conhecidos humoristas brasileiros, Millôr Fernandes, já foram bastante exploradas pelos pesquisadores de uma forma geral. Mesmo assim, há ainda uma vertente desse autor a ser estudada: o Millôr tradutor. O nosso objetivo nesta dissertação é analisar a peça Pygmalion, escrita por George Bernard Shaw em 1913, e sua tradução para o português pelo autor-tradutor Millôr Fernandes em 1963. A peça em cinco atos trata do professor de fonética Henry Higgins que se prontifica a transformar Eliza Doolittle, uma vendedora de flores que fala o dialeto cockney, em uma verdadeira dama, ensinando-a a falar “corretamente”. O que nos chama a atenção nesta obra de Shaw é o dialeto cockney e as muitas expressões que encontramos no decorrer da peça. A nossa intenção é, portanto, mostrar as soluções encontradas por Millôr ao traduzir Pygmalion. No primeiro capítulo, temos um panorama geral do gênero teatral, da tradução em si e posteriormente a história da tradução de teatro, assunto pouco explorado até hoje pelos teóricos e que nos é importante para que possamos ter uma visão geral da linha que cada um destes teóricos seguem. No segundo capítulo exploramos um pouco acerca do autor da peça, George Bernard Shaw, mostrando suas obras, sua vida e suas características principais, além de termos uma análise da peça com o objetivo de que os leitores possam entender quais são os pontos principais da obra e sua idéia central. O terceiro capítulo é o que nomeia esta dissertação, pois é onde analisamos a tradução para o português de Pygmalion, mostrando quais foram as maiores dificuldades encontradas por Millôr, chamado por nós de autor-tradutor, e as soluções apresentadas por ele para resolver o problema da...
The works by one of the most known Brazilian humorists, Millôr Fernandes, have already been explored by many researchers in general. However there is still an aspect of this author to be studied: Millôr as a translator. Our main objective in this dissertation is to analyze the work Pygmalion written by George Bernard Shaw in 1913 and translated to Portuguese by the author-translator Millôr Fernandes in 1963. The play is divided in five acts and deals with the phonetics professor, Henry Higgins, who is in charge of transforming Eliza Doolittle, a flower saleswoman who speaks cockney dialect, in a truthful lady, teaching her how to speak English properly. What draws our attention in Shaw’s work is the cockney dialect and the plenty of expressions that we can find in the play. Our main intention here is to show the difficulties and the solutions found out by Millôr during Pygmalion translation. In the first chapter we have a general panorama about the theatre genre, the translation itself and later about the history of the theatre translation, a subject that is not much explored by scholars and that is very important for us because we can have a general view of each tendency that these scholars follow. The second chapter explores a little bit about the play author, George Bernard Shaw, showing his works, his life and his main characteristics, besides having a play analysis to allow the readers a better understanding about the main points of the play and its central idea. The third chapter names this dissertation and analyses the Portuguese translation, showing the major difficulties found by Millôr, whom we call an author-translator, and the solutions he presents to the cultural... (Complete abstract click electronic access below)
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Renon, François. "Influence de la trajectoire de vie du propriétaire dirigeant sur la représentation de son rapport à l'entreprise et de sa relation à la réussite." Thesis, Bordeaux, 2019. http://www.theses.fr/2019BORD0026/document.
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Cette thèse s’intéresse à l’influence de la trajectoire de vie du propriétaire dirigeant sur la représentation de son rapport à l’entreprise et de sa relation à la réussite. Produire une connaissance sur ces éléments est essentiel tant au niveau socio-économique qu’au niveau académique. La représentation du rapport que le propriétaire dirigeant entretient avec son entreprise est mal connue. La réussite est bien souvent appréhendée sous un angle économique et financier. Cette recherche n’aborde pas la réussite sous le seul angle de la performance de l’entreprise mais davantage dans ce qu’elle représente pour le propriétaire dirigeant. Cette recherche qualitative s’est construite autour de 44 entretiens semi-directifs de propriétaires dirigeants de la région bordelaise. L’étude du matériau collecté a été réalisée au moyen de trois analyses complémentaires. La première a été conduite en suivant la méthodologie développée par Gioia et al (2012). Ensuite, une analyse lexicale a été menée à l’aide du logiciel Alceste. Enfin, cette recherche se voulant d’orientation psychodynamique,une analyse par écoute flottante a été menée pour repérer ce qui caractérise le phénomène étudié et qui n’est pas dit explicitement par les répondants. L’ensemble des interprétations réalisé à partir de ces trois analyses a ensuite été proposé à 15 d’entre eux. Les résultats mettent en évidence l’impact des expériences subjectives antérieures des propriétaires dirigeants sur la naissance de leur désir de création et sur la formation de leur désir de réussite. Le processus d’élaboration puis de création d’une entreprise est considéré comme une grossesse et une naissance symbolique. Cela conditionne le rapport que les propriétaires dirigeants développent avec leur entreprise. Leurs expériences antérieures les ont conduits à tenter de développer leur idéal d’entreprise, ce qui a été rapproché du mythe de pygmalion. Il existe donc un lien fort entre le rapport que les propriétaires dirigeants développent avec leur entreprise et leurs représentations de leur relation à la réussite. Leurs ambitions et leurs désirs de réussite sont projetés sur l’entreprise afin de lui permettre de se développer. Sans une nécessaire distanciation, ce rapport devient aliénant ce qui freine les perspectives de croissance de l’entrepriseResearch in the entrepreneurial field has been conducted with the ambition of discovering the determinants of entrepreneurial success (Schmitt, 2015). In the champion of the science of management, the representation to the previous of Cognitivists. This orientation is definitive as the building construction.The psychodynamic approach proposes a different meaning of representations. It postulates that are psychic constructions on a relation to the represented object. In this way, the influence of the life trajectory of the actors is fully recognized.This research highlights the impact of the subjective experiences of entrepreneurs on the birth of the desire for creation and autonomy. Thus, we were led to identify with models, then we would have differentiated to finally be able to individuate.Nevertheless, in order to succeed in entrepreneurial action, the owner-managers must become aware of this desire for creation and autonomy. This research shows that such an awareness marks the entry of the owner-managers into the phenomenon of entrepreneurial emergence. The use of the psychodynamic approach makes it possible to shed different light on the successive stages of entrepreneurial emergence. In this orientation, it is considered similar to a symbolic pregnancy. The owner-manager becomes aware of his desire to undertake a phase of incorporation. Then in a retention phase, he is led to develop a vision and analyze the resources at his disposal. Finally, the expulsion phase corresponds to the symbolic birth of an organization or a business project. The owner-manager then attempts to materialize his business ideal which has been brought closer to the pygmalion complex. This well-known mechanism of psychoanalytic theory and particularly at work in artists' populations especially among sculptors.Verstraete (2003) has highlighted the existence of a relationship between the entrepreneur and the company within the entrepreneurial phenomenon. This research confirms this relationship and the contribution of psychoanalytic theory provides explanations of its nature. By fostering the desire to create an ideal business, the owner-manager is also led to project his own desires for success. This projection of the entrepreneur's ambitions on his company favors its development. This mechanism is similar to the pygmalion effect discovered by Rosenthal and Jacobson (1968), which postulates that the success of children depends on the desire of their parents to project on them.This conjunction of the dual desire of the owner to give life to its creation and to promote its chances of success has been named the phenomenon of entrepreneurial pygmalion. This phenomenon influences representations of the relationship to the success of owner-managers in the sense that it expresses the ambitions projected on the organization. The company then becomes a means to materialize their personal aspirations. It is for this reason that they have a singular relationship with this creation.Finally the extreme involvement of the owner-manager in his business sometimes leads him to abandon his personal life. These works demonstrate their ambition to find a balance between the life of the company and their personal life
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Balez, Ralph. "Pygmalion au laboratoire : contribution à la modélisation de l'influence implicite des attentes théoriques de l'expérimentateur sur les participants." Paris 10, 2007. http://www.theses.fr/2007PA100193.
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L'objet de cette thèse est en premier lieu une étude critique des théories portant sur le biais de confirmation des attentes telles qu'elles ont été développées par la psychologie sociale anglo-saxonne pour l'essentiel. Cette présentation permet de dégager un modèle de ces études dont les applications expérimentales constituent le volet empirique. L'idée de base est que l'attente et le comportement explicite et implicite du chercheur font partie de la définition de la situation expérimentale. L'expérimentateur est susceptible de transmettre implicitement ses attentes théoriques aux sujets. De ce fait, les sujets sont susceptibles de se comporter de façon à les valider. Deux voies sont possibles pour aborder le problème de la confirmation par les sujets des attentes des chercheurs. On peut mettre en place des précautions méthodologiques qui tentent de limiter cet artefact ou, d'une façon moins économique on peut utiliser la méta-expérimentation pour observer le phénomène, en le considérant non plus comme un biais, mais comme un phénomène psychosocial à part entière. Dans cette dernière perspective, nous proposerons une synthèse des variables susceptibles de jouer un rôle dans l'émergence du phénomène de la confirmation des attentes du chercheur en psychologie. Puis, nous présenterons cinq études empiriques opérationnalisant celui-ci. Nous concluons ce travail en approfondissant le rôle institutionnel et psychosociologique de l'expérimentateur dans l'émergence du phénomène et en proposant des procédures afin d'en prolonger l'étudeThe researcher's expectations, and his/her explicit and implicit behaviour combine to form a certain definition of the experimental situation. The researcher may transmit his/her theoretical expectations to the subjects of his/her research during the course of an experiment. The subjects may be susceptible to reconstructing these perceived demands and behave in ways that confirm them. This phenomenon is currently referred to as either confirmation bias, researcher's effect, or the "Pygmalion effect". This thesis is a critical presentation of the theories and studies developed by some social psychologists. We focus on the relationship established between the researcher and the participant. We analyze the experimental situation through the study of its three components: context, topic and researcher (Lemaine, 1975). We subsequently use three kinds of basic precautions to limit the manner in which this artefact could be integrated into the research protocol. The investigation before/after, and the initial and formal steps method are explained and discussed here. These methods apply to all experimental situations that involve interaction between a researcher and each participant. The various elements are synthesized in an operating model called "EMIR", which proposes to use a meta-experiment in order to study "the researcher's effect", not as a bias but as a separate psychological phenomenon. Next, we present five empirical studies of this phenomenon. We conclude this thesis by questioning the psychosocial role of the researcher in the experimental situation. To approach this question we rely on the contributions of the meta-experiment problematics
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Anderson, Justin E. "The Effect of Presumed Media Influence on College Athletes." BYU ScholarsArchive, 2012. https://scholarsarchive.byu.edu/etd/2941.
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In this article, I examine the notion that perceptions of media have a perceived effect on performance and morale on both the athlete and the team. I test this idea on a sample of college athletes at Nicholls State University (N=94), at the end of the 2011-2012 school year. Findings show that the presumed media influence is displayed in the context of athletics and that there are some indirect effects from one's perceptions of how their teammates were portrayed in the media. Research found that positive media had a perceived effect on the team but not on ones' self. Findings also showed that positive and negative media can be a predictor of overall team performance. Nothing was found to support the idea that positive or negative media had an impact on personal performance or morale. Nothing was found that gave credence to the fact that perception of media whether positive or negative has an impact on personal or team morale.
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Geisler-Szmulewicz, Anne. "Le mythe de pygmalion dans la litterature du dix-neuvieme siecle. Pour une approche de la coalescence des mythes." Paris 7, 1996. http://www.theses.fr/1996PA070011.
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La relativite du concept de vitalite apparait des lors que l'on envisage le mythe comme un moyen et non comme un objet d signification. En depit de l'absence de grands textes intitules pygmalion, le mythe est tres actif au dix-neuvieme siecle on peut recenser quatre significations-pedagogique,sexuelle,medicale et artistique-qui,si elles ne sont pas toutes nouve lles,sont toutes renouvelees. L'objet de cette etude est de mettre a jour un des moyens utilises pour approcher la realit e que l'on veut exprimer : l'alliance d'un mythe avec un autre, que nous nommons la "coalescence des mythes". Il touche fortement le mythe de pygmalion qui se voit tour a tour avec ceux de promethee,de l'androgyne, de meduse, mais aussi de daphne, de niobe, voire d'arnolphe,de l'automate et du magicien. . . A cote des tres nombreux"faux" pygmalion - amants et pedagogues - qui substituent - qui substituent aux statues de pierres des etres de chair,le dix-neuvieme sie cle invente celui qu'il estime le"vrai"pygmalion,lepygmalion"artiste"une frange importante des romantiques,ceux notammen t qui ne p@ensent pas leur entreprise comme determinee par l'histoire,se montre seduite par ce mythe dans lequel elle re trouve le condense de ses valeurs les plus cheres:sacralisation de l'art,refus de la minesis,rupture dans l'ordre etabli bouleversement des regnes terrestre et divin,substitution du createur a l'instance religieuse. Lesymbole,en un mot de l'a rtiste qui se place en position de sujet absolu de sa creation. Selon que l'on porte une foi indefectibvle dans le pouvoi r qu'a l'artiste d'unir l'ideal avec le reel,ou que l'on s'intyeresse aux implications d'une telle definition,on evoquer a cependant une image plus ou moins assuree de l'artiste. L'association des mythes sert a formuler les apories du createu r et a mettre a jour les ambivalences de la creation. A cote de la face conquerante du poete roumanique qui s'exprime pa r la coalescnece des lythes de pygmalion et de promethee chez quinet,defontenay,lefevre-deumier et hoffmann, d'autres im ages voient le jour qui mettent en cause la realisation duThe reality of the concept of vitality becomes apparent when we consider the myth as a means and not as an object of meaning. In spite of the absence of great texts entitled pygmalion. Tghe myth is very active in the mineteenth century. Record four meanings-pedagogical,sexu1al,medical and artistic-which, if they are not all new,are all renewed. The aim of this study is to bring to light one of the means used to come close to the reality which mineteenthy century authors wan express : the alliance of one, that we mane the "coalescence of myths". It deals with the myth of pygmalion, which is in turns associated with those of prometheus, of the androgyyne, of medusa, but also of daphne, of niobe, even of arnolphe, of the automaton and of the magician. Beside a lot of "wrong pygmalion" - lovers and pedagogues-who put in the place of stone statutesq beings of flesh, the mineteenth century invented the one it considere "true" pygmalion, the pygmalion "artist". An important part of romantic writers, those in particular who don't believe their work to be determined by history, is attracted by the myth it finds the concetration of those dearest valeurs : regarding art as sacred, the refusal of mimesis, thye rupture in the established order, the upseting of devine and earth the substitution of the creator to religious authority. The symbol, in a word, of the artist who sets himself in the pla absolue creator of his work. If one has an indefectible faiu in the artist to unite ideal with reality, or if one is interested in the implications of such a definition, one will hiwever call forth an image more or less assured of the ro artist. The association of myths is useful to express the strong contraditions of the creator and to bring to light the ambivalences of creation. Beside the conquering aspect of the romantic poet which is expressed by the coalescence of the of pymalion and prometheus in quinet, defontenay, lefevre-deumier and hoffmann, other images appear which question the
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Cayot, Decharte Angélique. "Aux sources de l'originaire dans le désir d'enseigner : approche clinique et projective." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCB239.
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L'objet de ma recherche porte sur le désir d'enseigner qui interroge le choix d'un métier et la rencontre actuelle entre l'adulte et l'enfant, soit dans l'enseignement ordinaire soit pour les enseignants spécialisés qui choisissent de se confronter aux troubles graves des apprentissages et au handicap. Il s'agit d'explorer les origines du désir pris dans le discours spontané des enseignants appuyé sur des entretiens cliniques de recherche et dans un autre registre saisir la dynamique pulsionnelle, les choix identificatoires, les processus d'idéalisation et les mouvements fantasmatiques qui peuvent se déployer à travers l'utilisation des méthodes projectives. Pris dans la « métaphore vive » du mythe de Pygmalion déconstruit par Kaës (1973) à partir du fantasme de fustigation décrit par Freud en 1919, enseigner appelle un scénario fantasmatique mobile où les emplacements et les identifications entre l'enfant et l'adulte sont permutables, réversibles dans un retournement des positions actives et passives du sujet. Le désir d'enseigner s'inscrit dans une dimension narcissique patente actualisant le sentiment de continuité d'existence et la quête d'une image de soi idéale mais dans le même temps, se joue aussi la quête de la différence, ancrée dans l'infantile et le sexuel (Chabert, 2011) convoquant inévitablement la différence des sexes et la bisexualité psychique. Enfin, dans la réciprocité du désir d'apprendre et de savoir, enseigner à l'enfant, c'est aller à la rencontre de l'Inconnu posé par Rosolato (1978) comme une relation fondamentale entre le désir et l'idéal qui interroge l'inconnu en soi, le mystère de nos origines convoquant les fantasmes originaires rattachés aux questions de la naissance, de la mort et de la scène primitive. Le Rorschach et le TAT, ces autres objets énigmatiques qui font émerger des « arrêts » sur image et l'insistance de la répétition à certaines planches, mobilisent, dévoilent des enjeux fantasmatiques dans un écho singulier avec ce qui se joue dans la rencontre entre l'adulte et l'enfant à l'âge œdipien, celui de la latence et de l'adolescenceThis research focuses on the desire to teach that motivates the choices of a career and of the mutual encounter between the adult and the child, either in an ordinary school or a special educational setting for learning difficulty or severe disability needs. It aims at exploring the origins of the desire of teachers, on the one hand, through clinical research interviews, and on the other hand, by focusing on the underlying dynamics of drives, identifications and fantasies through projective testing. Caught up in the "rule of metaphor" of the Pygmalion myth, which was revisited by Kaës (1973) based on Freud's child beating fantasy concept (1919), teaching addresses mobile fantasized scenarios where identifications between the adult and the child are intertwined and reversible, turning around active and passive positions of the subject. The desire to teach is part of an evident narcissistic domain, restoring the sense of continuity of being and of an ideal self-image. However, the quest for differentiation, rooted in infantile psychosexuality (Chabert, 2011), is also played out, inevitably summoning gender differences and psychic bisexuality. Lastly, given the reciprocity between the desire to impart and to learn, teaching a child means encountering the Unknown which Rosolato (1978) defined as the fundamental relationship between the desire and the ideal; a relationship that questions the unknown in oneself, the mystery of one's origins and evoke primal fantasies which relate to questions of birth, death and primitive scenes. Enigmatic tools, such as the Rorschach and the TAT, produce fixated images and insistent repetitions on specific cards which summon fantasies echoing those at play in the encounter between the adult and the child of oedipal, latency or adolescent age
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Dortkulak, Funda. "Maturation Of Shavian Women: A Study Of The Maturation Processes Of Female Pratogonists In Pygmalion And Mrs. Warren'." Master's thesis, METU, 2009. http://etd.lib.metu.edu.tr/upload/2/12610618/index.pdf.
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ABSTRACT
MATURATION OF SHAVIAN WOMEN: A STUDY OF THE
MATURATION PROCESSES OF FEMALE PRATOGONISTS IN
PYGMALION AND MRS. WARREN'S PROFESSION M.A., Department of English Literature May, 2009, 112 pages George Bernard Shaw is a celebrated playwright for his depiction of emancipated women. His women, regardless of the conditions they are in at the beginning of the play, experience a maturation process in the flow of the events and especially discussions which direct the change in his characters. In this thesis, the maturation processes Vivie Warren and Eliza Doolittle experience are analyzed in the plays Mrs. Warren'
s Profession and Pygmalion, respectively. Vivie is a typical Shavian heroine who is educated and free-spirited even at the beginning of the play. At the end, she chooses to start a professional life breaking with the domestic and social boundaries by rejecting to see her mother or marry Frank. Likewise, Eliza, who is a simple flower girl at the beginning of the play, seems to bear the free spirit Vivie has because she earns her living and makes her own decision of taking phonetics courses, which causes the events in the play to take place. At the end, she rejects marrying to support her life and chooses to pursue phonetics as a profession to earn her living. As a result, her free-spirited personality leads her to her maturation process. In this study, it is concluded that no matter what their starting point is, both Shavian women bear the characteristics of New Woman at the beginning of the play which facilitates their progress into New Women at the end of the plays.
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Zelen, Renata Halina. "The trial of pygmalion: twentieth-century reader response to heroines in the eighteenth-century novel, withspecial reference to Samuel Richardson's ��Clarissa'." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1987. http://hub.hku.hk/bib/B31949241.
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Zelen, Renata Halina. "The trial of pygmalion : twentieth-century reader response to heroines in the eighteenth-century novel, with special reference to Samuel Richardson's C̀larissa' /." [Hong Kong : University of Hong Kong], 1987. http://sunzi.lib.hku.hk/hkuto/record.jsp?B12365208.
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Baysted, Stephen John Xavier. "From 'Le cri de la nature' to 'Pygmalion' : a study of Jean-Jacques Rousseau's philosophy of music and aesthetic and reform of opera." Thesis, University of Plymouth, 2003. http://hdl.handle.net/10026.1/2742.
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The thesis sets Rousseau's philosophy of music and aesthetic of opera against the wider philosophical backcloth of eighteenth-centuryF rance and in contraposition to the more scopic music-theoredcabl ackdrop,o f which Rameau'sw ritings are takena s a paradigm. The first half of the thesis contends that the philosophy of music is fashioned upon a trinary model which mirrors the philosophy of nature and history. The first sector is an ideal, hypothetical state; the second (the 'fall) is the moment when the ideal state is ruptured, when societal and cultural institutions - and history - commence; the third, is the 'actual state', the culmination of the process of history. It is argued that relativism is at work between the second and third sectorsa nd Rousseaua ssignsa rigorous systemo f value to the processo f history and all points alongi t, the processi tself, taken as a whole, is seena s a degeneratives lide awayf rom nearperfection to imperfection. 7111sce condh alf of the thesis explores the ramifications of the trinary model and the effect the degenerativep rocessh as upon the voice, music and opera. The voice is consideredt he unique phenomenon that connects all sectors of the trinary structure: though objectified and endowed with an ontology, it is not immune to the degenerativep rocess. At the fall-state,t he voice begins to rupture and two entities - melody and language - gradually emerge. Over time, melody and speech are forced further apart until neither bears much resemblance to the other. With the invention of harmony, melody degeneratesh: armony begins to overshadowm elody, until in the eighteenthc entury- consummatedin the music and theoreticalp ostulationso f Rameau- melody is subjugated and subsumed entirely within the harmonic domain of musical production. The impact upon opera is more complex and the concluding chapters explore the radical and largely reform-driven aesthetico f opera. Roussea&sf inal dramaticw ork Py gmalion(1 762)i s considered not simply as an outcome of this aesthetic, but as an embodiment of the philosophy of music itself; the animateds tatuee nunciatesR ousseau'sv ision of the origin of human expression.
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Trouilloud, David. "L'effet Pygmalion en éducation physique et sportive : réalité, processus médiateurs et variables modératrices de l'influence des attentes de l'enseignant sur la motivation et la performance des élèves." Université Joseph Fourier (Grenoble), 2002. http://www.theses.fr/2002GRE10168.
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Mohamed, Hassan Youssef Hassan. "Mythes grecs et influences françaises dans le théâtre de Tawfiq Al-Hakim." Grenoble 3, 2004. http://www.theses.fr/2004GRE39009.
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L'étude a cherché et analysé les sources grecques et l'influence française dans Pygmalion et Le Roi Œdipe de l'écrivain égyptien Tawfiq Al-Hakim. Elle a également évalué la nouveauté de ces deux pièces et dégagé ce qu'elles apportent à la construction littéraire des mythes de Pygmalion et d'Œdipe. Nous avons divisé notre étude en trois parties. La première a traité de la naissance et de l'évolution du théâtre égyptien contemporain. Elle a également rapproché l'utilisation du mythe que fait T. Al-Hakim dans ces deux pièces de celle faite par les dramaturges français de l'entre-deux-guerres et défini la méthode que nous avons employée tout au long de cette étude. La deuxième et la troisième, consacrées respectivement au mythe de Pygmalion et à celui d'Œdipe, ont examiné les textes anciens et les versions françaises du mythe qui nous semblent avoir pu exercer une influence sur celle de T. Al-Hakim, réfléchi sur la version de l'auteur égyptien et cerné ses emprunts au mythe ancien, l'influence des textes français et les modifications qu'elle opère dans le mythe. L'étude a prouvé que lorsque T. Al-Hakim s'inspire des mythes et des sujets antiques, il applique toujours sur ceux-ci le principe de la dualité imitation-innovation. Il a donné des mythes de Pygmalion et d'Œdipe un traitement nouveau qui était en parfaite harmonie avec ses valeurs spirituelles orientales d'une part et avec sa propre vision de la vie d'autre part. Tout en s'inspirant de la mythologie grecque, l'auteur a rendu celle-ci conforme à ses pensées et l'a repensée en fonctions des valeurs du milieu dans lequel il vivait.
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Liu, Han-Ying. "From cabinets of curiosities to exhibitions : Victorian curiosity, curiousness, and curious things in Charlotte Brontë." Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/8d80678d-e520-caa1-74e7-f2ed26f8ddb1/9/.
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This thesis intends to answers these questions: What did “curiosity” mean in the nineteenth century, and how do Charlotte Brontë's four major works represent such curiosity? How were women looked at, formulated, and situated under the nineteenth-century curious gaze? In order to answer these questions, this thesis examines Brontë's works by juxtaposing them with nineteenth-century exhibitions. Four chapters are thus dedicated to this study: in each a type of exhibition is contemplated, and in each the definition of “curiosity” is defined through the discussions of boundary-breaking. The first chapter discusses the metaphors of “cabinets of curiosities” throughout Brontë's texts. The most intimate and enclosed spaces occupied by women and / or their objects—attics, desks, drawers, lockets—are searched in order to reveal the secret relationship between Brontë's heroines and the objects they have hidden away, especially the souvenirs. From cabinets of curiosities the thesis moves to another space in which the mechanism of curiosity and display takes place—the garden. The second chapter thus discusses the supposed antithesis between the innocent and the experienced, between the Power of Nature and the Power of Man, by reading the garden imagery in Brontë's works along with nineteenth-century pleasure gardens and the Wardian case. The imagery of Eve is also taken into consideration to discuss the concept of innocence. In the third chapter, metaphors of waxworks and the Pygmalion myth are applied to discuss the image of women's bodies in Brontë's texts, and the boundary between the living body and the non-living statue is seen as blurred. In the final chapter, dolls' houses and their metaphors in Brontë's works are examined in order to explicate Brontë's concept of “home,” and the dolls' house thus poses a question on the relationships between the interior and the exterior, the gigantic and the miniature, and the domestic and the public spaces.
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Inamori, Takao. "An exploration into managerial perception and its influence on performance in cross cultural setting : the case of Japan International Cooperation Agency's support for development." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4890.
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There is a wealth of studies which suggest that manager's positive perceptions/expectations can considerably influence organisational performance; unfortunately, little empirical evidence has been obtained from development studies. This first time research explores how Japanese aid workers' perceptions towards the local staff affects their behaviour and performance in cross-cultural project settings. Moreover, this research focuses on the perceptual and behavioural trait differences of successful and unsuccessful aid workers. With cooperation from Japan International Cooperation Agency (JICA), 244 valid responses were obtained from the aid workers (managers) through a webbased survey. As a result of statistical analysis, positive causal relationships were confirmed between perception related factors and behaviour related factors and the organisational performance variable. These results strongly suggest that aid worker's positive perceptions result in positive behaviour in local colleagues and subsequently higher organisational performance. In addition, it was discovered that the aid workers' positive perception/expectation about work and their local colleagues was related to higher organisational performance, whilst conversely, the negative perception on their part was generally associated with negative behaviour and lower organisational performance.Although the differences in perceptual tendencies suggested by that these findings apply to Japanese aid managers; however, as human nature is universal, positive perception and behaviour should bring out positive output in most organisations. It is recommended that there is a need for people-related and cross-cultural management skills to ensure successful future activities, and stress management competencies to maintain positive managerial perception on the part of aid workers.
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Irimia, Corneliu. "Idealisation et amour dans l'oeuvre de s. Freud." Paris 7, 2000. http://www.theses.fr/2000PA070054.
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Dans notre these nous nous sommes propose d'analyser l'idealisation amoureuse telle qu'elle est presente dans l'oeuvre de freud. Notre recherche est structuree autour de quelques questions fondamentales : qu'est-ce qui pousse un homme a idealiser une femme ? quel gain represente une telle elaboration psychique ? comment arrive-t-on a idealiser ? quelle est l'origine de l'idealisation ? qu'idealise-t-on, en fait, dans cette femme ? a partir de quoi ? pourquoi ce besoin d'une essence superieure a trouver dans l'autre ? est-ce qu'en parlant de l'ideal nous parlons tous de la meme chose ? la demarche strictement chronologique qui sera respectee tout au long de notre recherche (nous analysons les textes freudiens ecrits entre 1895 et 1930) sera completee par une analyse qui suit d'autres criteres. Nous avons essaye de comprendre la pensee de freud en ce qui concerne l'ideal du moi et l'idealisation en suivant sa pensee propre moi), b) l'ideal et l'amour, c) l'idealisation et le narcissisme. Notre recherche a voulu depasser l'effort d'un exegete de l'oeuvre de freud. Le dernier chapitre de la these analyse le mythe de pygmalion. Notre hypothese de travail est que cette legende reussit le mieux par son contenu a rendre compte du processus de l'idealisation, de son role dans la vie psychique de l'individu. Il nous parait que ce mythe devoile le mieux le role de l'idealite dans sa position intermediaire, de pivot, entre le stade narcissique et le stade oedipien. Notre comparaison de narcisse et de pygmalion a tente de ressourcer et de raffiner nos concepts par la rencontre entre lapsychanalyse et ces deux personnages mythiques.
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Von, Solms Charlayn Imogen. "Ingenuity's engine : an overview of the history and development of the concept of the muse." Thesis, Stellenbosch : University of Stellenbosch, 2003. http://hdl.handle.net/10019.1/16468.
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Thesis (MPhil)--University of Stellenbosch, 2003.ENGLISH ABSTRACT: "The growth of any discipline depends on the ability to communicate and develop ideas, and this in turn relies on a language which is sufficiently detailed and flexible" (Singh 1997: 59). Many metaphors relating to creativity are too misleading, confusing, and restricted in scope for a meaningful exploration of the phenomenon and its fluctuating social and cultural contexts. Given the Muse's long-term association with literature, philosophy, education, and more recently, the fine arts and other "creative" fields, an analysis of this concept may provide a unique opportunity to gain insight into the "mechanisms" underlying the creative process. Since affiliation with the Muse appears to have signalled attainment of critical cultural and/or social status by cultural practitioners in various societies, from the ancient to the present (a category which was broadened substantially), it is thus logical to assume this concept encompasses and has accumulated characteristics particular to the creative process as historically and currently valued in Western culture. Given the limited scope of the thesis, I have focused on specific concerns: 1) Provide an overview of the history, origin and development of the concept via specific examples ranging from antiquity, the medieval period, and the modern. 2) Assess the changes which have occurred in the development of the concept, and postulate likely causes: such as for example, the impact of an increased focus on the visual - and by extension, the physical - due to a more literate populace, on a concept originally conceived of as experienced through predominantly audial means. 3) Identify closely related concepts, the characteristics of which may have played a role in the formulation of the initial concept, along with those integrated into it, to form the modern version of the Muse: examples include the influence of the myth of Pygmalion on notions regarding the poet's relationship with both material and Muse; and the consequences of an amalgamation of characteristics of Aphrodite with those of the pastoral Muse. 4) Explore the extent to which the Muse-poet interaction can reveal fundamental aspects of the creative process and its main components: the differences between the public invocation and experience of the Muse in an oral context, as opposed to the privately experienced Muse of the literate poet; also, the changes imposed on the concept's perceived means of functioning due to its extension to the practice of the visual arts; and the correlation between the Jungian notion of the anima and aspects of the Muse. 5) Postulate the fundamental aspects of the creative process as revealed by analysis of the concept of the Muse for further investigation. In brief then, the main intention of this thesis is simply to examine by analysis of particular examples, the feasibility of applying the concept of the Muse as metaphor through which to identify for further exploration, issues and themes relating to the production and changes in social assessment of creative enterprises.
AFRIKAANSE OPSOMMING: "The growth of any discipline depends on the ability to communicate and develop ideas, and this in turn relies on a language which is sufficiently detailed and flexible" (Singh 1997: 59). Menige metafore verbonde aan kreatiwiteit is te misleidend, verwarrend, of beperk in omvang vir 'n betekenisvolle ondersoek van díe verskynsel en die fluktueerende sosiale en kulturele kontekste daarvan. Gesien in die lig van die Muse se langtermyn assosiasie met letterkunde, filosofie, opvoedkunde en meer onlangs, the skone kunste en ander "kreatiewe" velde, mag 'n analise van die konsep moontlik 'n unieke geleentheid bied om insig te verkry in die onderliggende "meganismes" van die kreatiewe proses. Aangesien affiliasie met die Muse blyk om die bereiking van kritiese kulturele en/of sosiale status, deur kulturele praktisyne in verskeie samelewings, van die antieke tot die huidige ('n kategorie wat aansienlik uitgebou is) aan te dui, is dit dus logies om te aanvaar dat die konsep alomvattend is van eienskappe kenmerkend van die kreatiewe proses, soos geskiedkundig en huidig op prys gestel in die Westerse kultuur. Gegewe die beperkte bestek van die tesis, is gefokus op spesifieke kwessies: 1) Verskaf 'n oorsig van die geskiedenis, oorsprong, en ontwikkeling van die konsep deur spesifieke voorbeelde, in omvang vanaf die antieke, die middeleuse periode, en die moderne. 2) Evalueer die veranderinge wat voorgekom het in die ontwikkeling van die konsep, en veronderstel moontlike redes daarvoor: soos byvoorbeeld, die impak van vermeerderde fokus op die visuele - en daarby die fisiese - as gevolg van 'n meer geletterde bevolking, op 'n konsep wat aanvanklik hoofsaaklik ouditief ondervind is. 3) Identifiseer verwante konsepte, die eienskappe waarvan moontlik 'n rol kon gespeel het in die formulasie van die aanvanklike konsep, asook die wat daarby geintegreer is, om die moderne weergawe van die Muse te vorm: voorbeelde sluit in, die invloed van die mite van Pigmalion op begrippe aangaande die digter se verhouding met beide die materiaal en Muse; en die gevolge van 'n samesmelting van Aphrodite se karaktertrekke met die van die pastorale Muse. 4) Ondersoek die mate waartoe die Muse-digter verhouding fundamentele aspekte van die kreatiewe proses en sy hoof komponente kan ontbloot: soos die verskille tussen die publieke invokasie en ervaring van die Muse in 'n verbale konteks, in teenstelling met die geletterde digter wat die Muse privaat ondevind; asook die veranderinge temeegebring op die persepsies aangaande die konsep se funksionering as gevolg van die uitbreiding daarvan tot die visuele kunste; en die korrelasie tussen die Jungiaanse idee van die anima, en aspekte van die Muse. 5) Veronderstel die fundamentele aspekte van die kreatiewe proses, soos ontbloot deur analise van die konsep van die Muse vir verdere ondersoek. Kortliks dan, die hoof voorneme van hierdie tesis is om deur analise van spesifieke voorbeelde, die uitvoerbaarheid te ondersoek om die konsep van die Muse toe te pas as metafoor vir verdere navorsing waardeur kwessies en temas, aangaande die produksie en veranderinge in sosiale waardering van kreatiewe ondernemings, ge-identifiseer kan word.
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Cabaj, Stacey. "THE ELIZA-HIGGINS MODEL: THE IDEOLOGY, RAPPORT AND METHODS OF DIALECT ACQUISITION." VCU Scholars Compass, 2012. http://scholarscompass.vcu.edu/etd/318.
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George Bernard Shaw’s Pygmalion (1912) and its musical adaptation, My Fair Lady (1956) offer 20th century’s most famous example of dialect acquisition: the transformation of Eliza Doolittle under the tutelage of Professor Henry Higgins. The opportunity to work on Barksdale Theatre’s production of My Fair Lady (2012), both as the actress playing Eliza Doolittle and as a dialect coach for the production, prompted an analysis of the dialect pedagogy of Henry Higgins. The centenary of Pygmalion is also a prime juncture to document, in contrast or complement to Higgins’ model, contemporary theories and techniques of dialect pedagogy. Chapter one of this thesis explores the ideology of dialect acquisition, addressing the issues of dialect prestige and standard speech. Chapter two examines the rapport between teacher/coach and learner/actor, including a comparison of teacher-centered and learner-centered pedagogies and the influence of expectancy theories on learner growth. Chapter three details the methods of dialect acquisition, addresses language learning theories as applied to dialect learning, and offers practical exercises and techniques. The conclusion outlines areas of future consideration to enhance the dialect acquisition process in the classroom and rehearsal hall.
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Johansson, Sara, and Linda Wiktorsson. ""Det var något som hände, det var ju inte så att jag inte ville gå" : en studie där elevens handling i form av skolk tolkas utifrån ett kontextuellt och ungdomskulturellt perspektiv." Thesis, University West, Division of Social Pedagogy and Sociology, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hv:diva-2336.
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Syftet med studien är att undersöka i vilken omfattning gymnasieelevers skolk är ett uttryck på brister inom skolans verksamhet. Utifrån syftet har två frågeställningar framkommit: Hur påverkar skolan som institution frekvensen av skolk? Vilket förändringsarbete bör ske inom skolan för att minska frekvensen av skolk? De perspektiv studien utgår ifrån är, kontextuellt samt ungdomskulturellt. Rapporten bygger på fem utförda fokusgruppsintervjuer med elever från årskurs två och tre på gymnasiet, samt sex enskilda semistrukturerade intervjuer med skolledning, elevhälsa och lärare. Materialet har bearbetats genom noggrann avlyssning av ljudinspelningar, med fokus på att finna likheter och olikheter i det empiriska materialet. Resultatet redovisas genom att väva samman informanters svar med relevanta begrepp och teorier, samt egna reflektioner och diskussioner. Genom en tematiserad meningskoncentrering, formuleras en komprimerad version av vad informanterna uttalat under intervjuerna. Som komplement till detta lyfts specifika uttalanden från våra informanter, genom citat som enligt oss bör belysas extra. Resultatet visar på en tydlig motsättning mellan personal och elever, där åsikter och erfarenheter kring fenomenet skolk skiljer sig åt i stor utsträckning. Materialet som helhet visar att relationen mellan elever och lärare på den aktuella skolan i dagsläget är ansträngd. Det resultat vi anser mest framträdande i vår studie, är faktumet att skolans gällande struktur och sociala miljö har en direkt inverkan på frekvensen av skolk. Det krävs en förändring inom skolan, i form av ett nytänkande, där elevens unika behov och välmående ställs i fokus.
The purpose of this study is to examine the extent to which high school students´ truancy is a manifestation of shortcomings in school activities. Based on our aim, we have arrived at two questions: How does the school, being an institution, affect the occurrence of truancy? How can changes in the way of working in schools, reduce the occurrence of truancy? The study is based on contextual, and youth culture perspectives. The report is based on five focus group interviews with students from grade two and three in Swedish upper secondary school, and six individual semi-structured interviews with the school management, student health group and teachers. The material has been processed by carefully listening to audio recordings, focusing on finding similarities and differences in the empirical material. The results have been reported by weaving answers together from the interviews with relevant concepts and theories, as well as with our own reflections and discussions. A condensed version of what the informants have expressed during the interviews is retold in themes. To complement these retells, specific quotations from the informants which are considered especially interesting have been included. The results show a clear contradiction between staff and pupils, where views and experiences surrounding the phenomenon of truancy vary greatly. The material as a whole shows that the relationship between students and teachers at this school, in the current situation, is strained. The results we consider most prominent in our study is the fact that the school's existing structure and social environment has a direct impact on the occurrence of truancy. According to us, the school needs to change; the students´ unique needs and well-being should stand in focus.
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Burke, Devin Michael Paul. "Music, Magic, and Mechanics: The Living Statue in Ancien-Régime Spectacle." Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1449258139.
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Silva, Christielen Dias da. "A dial?tica do amor em pigmale?o, de G. B. Shaw." Universidade Federal do Rio Grande do Norte, 2009. http://repositorio.ufrn.br:8080/jspui/handle/123456789/16169.
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Pygmalion (1913), by George Bernard Shaw (1856-1950), has many studies in literary criticism. However, this study brings a new interpretation to Shaw s play based on Harold Bloom s theory and methodology, that is, the anxiety of influence and the dialectic of revisionism. Through the analysis of poetic influence and the dialectic of love, we can see that Pygmalion represents an apophrades in relation to William Shakespeare s The Taming of the Shrew (1593) and Ovid s myth of Pygmalion and Galatea in Metamorphosis (c. 14), which creates a family romance between the three stories. Shaw s play surpasses The Taming of the Shrew when it shows the possibility of the relation between this parent poem and Ovid s myth, which it is also its parent poem, and because it represents a strong misreading of Shakespeare s play as well as of Ovid s myth.
Pigmale?o (Pygmalion, 1913), de George Bernard Shaw (1856-1950), possui uma grande fortuna cr?tica. Entretanto, o presente estudo oferece uma nova interpreta??o para a pe?a de Shaw, com base na teoria e metodologia do cr?tico norte- mericano Harold Bloom (1930- ), a saber, a ang?stia da influ?ncia e o revisionismo dial?tico. Atrav?s da an?lise da influ?ncia po?tica e da dial?tica do amor ? que se pode perceber que Pigmale?o representa uma apophrades em rela??o ? pe?a A megera domada (The Taming of the Shrew, 1593) de William Shakespeare (1564-1616) e ao mito de Pigmale?o e Galat?ia encontrado em Metamorfoses (c. 14) de Ov?dio (43 a.C.-17), formando um romance familiar entre as tr?s. A pe?a de Shaw supera seu poema pai (A megera domada) ao mostrar a possibilidade de rela??o deste com a hist?ria de Ov?dio (sendo assim seu poema pai) e por fazer uma desleitura forte n?o s? da obra de Shakespeare, como tamb?m do mito de Ov?dio.
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Becker, Dominik Verfasser], Heiner [Akademischer Betreuer] [Meulemann, and Rolf [Akademischer Betreuer] Becker. "Pygmalion's Long Shadow - Determinants and Outcomes of Teachers' Evaluations / Dominik Becker. Gutachter: Heiner Meulemann ; Rolf Becker." Köln : Universitäts- und Stadtbibliothek Köln, 2012. http://d-nb.info/1043040897/34.
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Becker, Dominik [Verfasser], Heiner [Akademischer Betreuer] Meulemann, and Rolf [Akademischer Betreuer] Becker. "Pygmalion's Long Shadow - Determinants and Outcomes of Teachers' Evaluations / Dominik Becker. Gutachter: Heiner Meulemann ; Rolf Becker." Köln : Universitäts- und Stadtbibliothek Köln, 2012. http://d-nb.info/1043040897/34.
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Cahill, James Matthew. "The classical in the contemporary : contemporary art in Britain and its relationships with Greco-Roman antiquity." Thesis, University of Cambridge, 2018. https://www.repository.cam.ac.uk/handle/1810/271333.
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From the viewpoint of classical reception studies, I am asking what contemporary British art (by, for example, Sarah Lucas, Damien Hirst, and Mark Wallinger) has to do with the classical tradition – both the art and literature of Greco-Roman antiquity. I have conducted face-to-face interviews with some of the leading artists working in Britain today, including Lucas, Hirst, Wallinger, Marc Quinn, and Gilbert & George. In addition to contemporary art, the thesis focuses on Greco-Roman art and on myths and modes of looking that have come to shape the western art historical tradition – seeking to offer a different perspective on them from that of the Renaissance and neoclassicism. The thesis concentrates on the generation of artists known as the YBAs, or Young British Artists, who came to prominence in the 1990s. These artists are not renowned for their deference to the classical tradition, and are widely regarded as having turned their backs on classical art and its legacies. The introduction asks whether their work, which has received little scholarly attention, might be productively reassessed from the perspective of classical reception studies. It argues that while their work no longer subscribes to a traditional understanding of classical ‘influence’, it continues to depend – for its power and provocativeness – on classical concepts of figuration, realism, and the basic nature of art. Without claiming that the work of the YBAs is classical or classicizing, the thesis sets out to challenge the assumption that their work has nothing to do with ancient art, or that it fails to conform to ancient understandings of what art is. In order to do this, the thesis analyses contemporary works of art through three classical ‘lenses’. Each lens allows contemporary art to be examined in the context of a longer history. The first lens is the concept of realism, as seen in artistic and literary explorations of the relationship between art and life. This chapter uses the myth of Pygmalion’s statue as a way of thinking about contemporary art’s continued engagement with ideas of mimesis and the ‘real’ which were theorised and debated in antiquity. The second lens is corporeal fragmentation, as evidenced by the broken condition of ancient statues, the popular theme of dismemberment in western art, and the fragmentary body in contemporary art. The final chapter focuses on the figurative plaster cast, arguing that contemporary art continues to invoke and reinvent the long tradition of plaster reproductions of ancient statues and bodies. Through each of these ‘lenses’, I argue that contemporary art remains linked, both in form and meaning, to the classical past – often in ways which go beyond the stated intentions of an artist. Contemporary art continues to be informed by ideas and processes that were theorised and practised in the classical world; indeed, it is these ideas and processes that make it deserving of the art label.
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Özer-Chulliat, Sibel. ""Se mettre en scène" dans les adaptations contemporaines de textes classiques : un point tournant dans l'art de la mise en scène ?" Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCA133.
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Depuis quelques années, certains metteurs en scènes européens prennent des initiatives particulièrement audacieuses dans leurs adaptations de textes classiques, coupant le texte, modifiant l’ordre des monologues et allant jusqu’à injecter des morceaux de textes écrits par eux ou bien issus d’autres oeuvre littéraires. Ils n’hésitent plus à "se mettre en scène", c’est-à-dire à traiter avant tout leurs propres questions existentielles par l’intermédiaire des textes classiques, se libérant ainsi de toute pression exercée sur eux par les interprétations textuelles faisant autorité ou bien par les représentations de ces textes dans l’imaginaire collectif, et emmenant les textes classiques dans un "ailleurs" très personnel. Leurs mises en scène dépassent la fragmentation et le désordre propres au théâtre postmoderne et s’attachent au contraire à raconter une histoire cohérente, centrée sur les préoccupations intimes du metteur en scène. Ce nouveau type de mises en scène s’appuie sur des influences diverses, depuis André Antoine jusqu’à Heiner Müller, en passant par Stanislavski, Artaud et Brecht, et constitue une nouvelle étape dans le processus d’autonomisation de l’art de la mise en scène à l'oeuvre depuis le XIXème siècle. Le corpus de cette thèse comprend quatre récentes adaptations (réalisées entre 2008 et 2011) de textes classiques : Hamlet de Thomas Ostermeier, Hamlet de Nikolaï Kolyada, Roméo et Juliette d’Olivier Py et Un tramway de Krzysztof Warlikowski (à partir de Un tramway nommé Désir de Tennessee Williams). Il comprend également une mise en pratique sous la forme d’une adaptation, Pygmalion - J’ai créé une femme (à partir de Pygmalion de George Bernard Shaw), réalisée par l’auteur de la thèse en 2014 au sein des Théâtres Nationaux de Turquie, et ayant permis de tester les arguments et conclusions tirés des analyses précédentesIn recent years, some European directors are taking particularly bold initiatives in their adaptations of classic texts, cutting the text, changing the order of monologues and even injecting pieces of texts written by them or from other literary works. They do not hesitate to "stage themselves", that is to say, to treat primarily their own existential questions through the classic texts, thus releasing any pressure exerted on them by the authoritative textual interpretations or by the representations of these texts in the collective imagination, and taking the classic texts in a very personal "elsewhere". Their stagings exceed the fragmentation and disorder specific to postmodern theater and focus instead on telling a coherent story, centered on the intimate concerns of the director. This new type of staging draws on diverse influences from André Antoine to Heiner Müller through Stanislavski, Brecht and Artaud, and represents a new stage in the empowerment process of the art of staging at work since the nineteenth century. The corpus of this thesis includes four recent adaptations (conducted between 2008 and 2011) of classic texts: Thomas Ostermeier’s Hamlet, Nikolai Kolyada’s Hamlet, Olivier Py’s Romeo and Juliet, and Krzysztof Warlikowski’s A Streetcar (from A Streetcar Named Desire by Tennessee Williams). It also includes a practical application in the form of an adaptation, Pygmalion - I Created A Woman (from Pygmalion by George Bernard Shaw), directed by the author of the thesis in 2014 in the Turkish State Theatres and having tested the arguments and conclusions from previous analyzes
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Roseta, Lara Andrea Ferreira Freitas. "PYGMALION." Master's thesis, 2013. http://hdl.handle.net/1822/46061.
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Relatório de atividade profissional de mestrado em Língua, Literatura e Cultura InglesasO presente Relatório de Atividade Profissional aborda o uso da literatura e linguagem dramática em contexto de sala de aula como instrumento dinamizador da aprendizagem da Língua Inglesa. Este relato resulta da reflexão crítica da experiência profissional da sua autora particularmente no que concerne a Educação e Formação de Adultos, considerando ser esta uma das áreas que lhe permitiu maior desenvolvimento das suas competências como professora e formadora. Assim, apresentando evidências que suportam as suas conclusões, a autora explora conceitos teóricos, metodologias e estratégias que lhe permitiram proporcionar uma experiência de aprendizagem válida a adultos. Em articulação com a análise critica desta experiencia profissional, a autora estuda a obra dramática Pygmalion de George Bernard Shaw, procurando expor como o dramaturgo apresenta a possibilidade de progressão social e do melhoramento pessoal por meio da educação, da exposição à cultura e da linguagem. Desta forma, e tomando como linha de orientação a filosofia de Shaw, as personagens são vistas sob o prisma das suas representações sociais, da aderência ou não aderência à norma. Por fim, considerando não só a peça original, mas também a sua adaptação para o cinema em 1938 e a sua adaptação para o género musical em 1964, My Fair Lady, a análise comparativa das três obras oferece a ponderação sobre o processo de melhoramento e promoção social de Eliza e sua domesticação.
The Professional Activity Report at hand comprehends the use of literature and dramatic language within the classroom as a dynamic tool for the English language learning. This report results from the critical analysis of the author’s professional experience mainly in what Adult Education and Training is concerned, considering that this area has allowed her to develop her skills immensely, both as a teacher and as a trainer. Thus the author explores theoretical concepts, methodologies and strategies which permitted her to create a worthy learning experience to adults, while presenting evidence that corroborate her conclusions. Closely connected with the critical reflection on this professional experience, the author studies George Bernard Shaw’s play Pygmalion, in order to explain how the author presents the possibility of social progression and personal improvement through education, the contact with cultural assets and language. Taking into account Shaw’s philosophy, characters are therefore examined according to their social representations and whether they adhere or distance themselves from the norm. Finally the comparative study of the original play, its adaptation to the cinema in 1938 and to the musical genre in 1964, My Fair Lady, offers a consideration on Eliza’s improvement process and social promotion and her domestication.
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DeVries, Vicki Lee. "Female Pygmalion figures in French literature." Diss., 2006. http://p2047-ezproxy.msu.edu.ezproxy1.ats.msu.edu/login.
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Thesis (Ph. D.)--Michigan State University. Dept. of French, Classics, and Italian, 2006.Title from PDF t.p. (viewed on Nov. 17, 2008) Includes bibliographical references (p. 184-190). Also issued in print.
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VU, THI HUONG, and 武氏紅. "Woman’s English Learning and Social Mobility in Pygmalion." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/a2q293.
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碩士中國文化大學
英國語文學系
107
George Bernard Shaw’s Pygmalion is the story of how a vulgar, dirty, and uneducated flower girl, who speaks cockney, was taught to speak English properly and finally turned into a noble lady, passing for a duchess at an ambassador’s garden party. In 1912 when the play was written the English language was still a social determinant. As the most important element to assume gentility is impeccable speech, Eliza asked Professor of phonetics Henry Higgins for help. Higgins’s famous declaration to Eliza, “Yes, you squashed cabbage-leaf, you disgrace to the noble architecture of these columns, you incarnate insult to the English language! I could pass you off as the Queen of Sheba!” shows how fixedly class division and social mobility were tied to the English language. In spite of her lexical and grammatical errors, Eliza was able to change her identity simply by learning to talk properly. My study will first show the tension between the upper and lower class in the late 19th century England. The role of language in marking social status will be analyzed in the first chapter. In the second chapter, I will clarify the relationship between education and class distinction, as well as the correlation of English learning and class division. In the last chapter, I will point out the close relationship between language and human’s life consciousness and reveal the challenging process of a poor woman’s struggle for independence in the rigid British class system of early twentieth century, which indeed offers a lesson for woman’s formation of self-awareness and self-identity. Key Words: George Bernard Shaw, Pygmalion, Class Division, Social Mobility, English Learning
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Döpfert, Mirjam. "Pygmalion inversus – Inversion des Mythos bei Gundolf und Kaiser." 2012. http://hdl.handle.net/10222/15440.
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Myths are not static, but rather characterised by variation and variability. Thus since classical times and continuing to the present day, one can recognize a mythopoetic freedom in the use of and interaction with the traditional myths.
This thesis takes up Ovid’s myth of the artist Pygmalion and examines its reception in the dramatic works of Friedrich Gundolf and Georg Kaiser. Both plays, each of which culminate in a turning-to-stone, are presented as inversions of the myth they treat, reversing the Ovidian pattern. A detailed analysis of the plays demonstrates the extent to which each author deviates from the Ovidian model and transforms the myth, in order to open up new depths and modes of thought played out against the classical backdrop.
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Hsiao, Tsai-Ling, and 蕭采玲. "George Bernard Shaw’s Feminism in “Pygmalion” and “Major Barbara”." Thesis, 2015. http://ndltd.ncl.edu.tw/handle/hdf8mu.
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碩士康寧大學
應用外語研究所
103
This research discusses the respective statuses of the main female protagonist in George Bernard Shaw's plays “Major Barbara” and “Pygmalion”. We are using a feminist point of view to analyze the images of women in these novels and evaluate the processes of growth and transformation experienced by Major Barbara, and Eliza Doolittle. Finally, in order to deeply appreciate the point of view of the author, this thesis offers an exploration of the artistic characteristics and their aesthetic qualities. The first chapter provides an explanation for the motivation, including the purpose of this thesis, its research questions, and the research methods. The second chapter probes the whole feminist writings, its development and changes. In the third chapter are given the creation origins of Major Barbara and Pygmalion, and are discussed the personal and societal factors that influenced Shaw during the era of his writings. This chapter also describes the image modeling of Major Barbara, and Eliza Doolittle. The fourth chapter goes into the implications of both plays by investigating their artistic and aesthetic qualities. And the conclusion summarizes the similarities of these works and makes the specific recommendations for exploring feminist criticism and studying of George Bernard Shaw’s feminism.
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Huang, Ying-pei, and 黃英霈. "Performance-Oriented Drama Translation: A Case Study of Pygmalion." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/23114398747603531586.
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碩士國立高雄第一科技大學
口筆譯研究所
99
This research aims at demonstrating drama translation methods and strategies that can increase performabiltiy of a translated play. It is guided by Sara Ramos Pinto’s research on the translation of linguistic variation and Jorge Braga Riera’s study on the translation of non-verbal elements. With a case study of Pygmalion written by an Irish playwright George Bernard Shaw, this research consists of two parts: (1) To evaluate its performabilty on stage, Lin Yu-tang’s and Yang Xian-yi’s translations of Pygmalion are analyzed from the verbal and non-verbal aspect; (2) To create a new translation that aims at increasing performabilty, a variety of local languages often used by the readers in Taiwan are employed. The result shows that in the verbal aspect, the flower girl’s dialectal accent is not presented in Lin’s translation whereas colloquial utterances are utilized in Yang’s version to display the accent. Yet Yang fails to reproduce the girl’s grammatical mistakes and idiolectal use of tagging. In addition to the dialect spoken by the girl and the Standard English spoken by the professor, the professor’s mother, and Colonel Pickering, a special dialectal feature made by the Eynsford Hills can also be detected. Their idiolectal speeches are different from the Standard English, but neither Lin nor Yang distinguishes this difference. As for the non-verbal aspect, this research analyzes phonemic effects and stage directions. Sentence length, rhyme, and alliteration are the main focuses in the discussion of phonemic effects. The result shows that long sentences are included in both translations. Yang does not deal with the rhyme encoded in one poem whereas Lin does not preserve the alliteration in one dialogue; phonemic effects of the original play are thus lost. Omission and obscurity, two drawbacks in their stage directions, are also examined. The omission of stage directions leads to the lack of certain stage components and emotions, while obscure directions may cause misunderstanding among actors and actresses. Besides verbal and non-verbal elements, unreasonable circumstances will be unfolded when the two translations are performed on stage. Thus it is concluded that the two verions are retrospective translations, which are ideal for reading but not for stage. To improve the performability of the play, another focus of this research is to retranslate Pygmalion into a performance-oriented prospective translation. In the aspect of verbal elements, Taiwanese Hokkien, the most widely used dialect in Taiwan, is adopted for the flower girl and her father. The professor, the professor’s mother, and Colonel Pickering speak Mandarin Chinese. The Eynsford Hills as secondary characters speak Hakka, the second most common dialect in Taiwan, and Mandarin Chinese. Two bystanders who only appear on stage in Act I speak aboriginal idiolect and Taiwanese Mandarin. In addition to reproduce the linguistic variation, the new translation also preserves the girl’s grammatical mistakes and idiolectal use of tagging. In the aspect of non-verbal elements, phonemic effects and stage directions are taken into account. Sentences will be kept in appropriate length while the use of rhyme and alliteration are retained to recreate original phonemic effects. Obscure directions provided by Lin and Yang are modified. Additional explanations of each character’s dialect are added so as to offer a clear guidance for actors and actresses. In summary, this research provides a new translation of Pygmalion for readers in Taiwan. With the consideration of verbal and non-verbal elements for increasing its performability, not only the diverse linguistic variation of different characters is reproduced, but also the flower girl’s transformation in her utterances is manifested. Given the fact that non-verbal elements can also influence the overall performance, this research discusses phonemic effects and stage directions. Not all of the non-verbal factors are included in this research due to the lack of a theater company to work with. A complete analysis on how extralinguistic factors affect drama translation can be conducted in future research with the cooperation of a theater company.
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Yan, Guo-Jin, and 嚴國晉. "A Study of the Pygmalion Effect on Individual Creative Performance." Thesis, 2009. http://ndltd.ncl.edu.tw/handle/98131970841239248405.
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碩士國防大學管理學院
資源管理及決策研究所
97
This study examines the Pygmalion effect on individual creative performance among 241 graduate students from 3 military colleges, 14 public universities and 20 private universities in Taiwan. The results indicate that when advisor holds higher expectation for graduate students’ creative performance who will actually reveal higher creativity-supportive behavior for their graduate students, in turn, the graduate students they guided would have a higher level of creative efficacy and creative performance during the thesis working process. Our results also examine that advisor’s creativity-supportive behavior positively influences graduate students’ creative performance through the mediating effect of creative self-efficacy. Finally, when graduate students have a higher creative self-efficacy in their mind, who will also show a higher degree of creative performance at work, and this relationship is moderated by experienced time pressure that among high experienced time pressure participants there is little effect of creative self-efficacy on creative performance. Implications for theory and practice are also discussed in the conclusion.
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Lapierre-Lemire, Caroline. "Ce corps qui fait parler les entraîneurs : l'effet pygmalion en natation." Thèse, 2018. http://depot-e.uqtr.ca/8837/1/032274024.pdf.
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Lin, Ann Jing-Huan, and 林金環. "WOMEN'S ISSUES IN PYGMALION,GETTING MARRIED AND MRS. WARREN'S PROFESSION BY G. B. SHAW." Thesis, 2001. http://ndltd.ncl.edu.tw/handle/73753856988980154786.
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碩士靜宜大學
英國語文學系
89
Shaw is known for his presentation of, and his sympathy for, the oppressed and ignorant women in the male-dominated society. In his works, Shaw creates the famous “unwomanly woman” who emancipates herself from the traditional norms assigned to women. At the same time, his works deal with women’s various problems in detail. In this thesis, I will discuss women’s issues in three of his plays--Pygmalion, Mrs. Warren’s Profession, Getting Married from social, gender, economic and psychological perspectives. The thesis consists of three parts: Introduction, four chapters and Conclusion. Introduction is an review of the whole thesis. Chapter One discusses the people who influenced Shaw’s feminist ideas, including Shaw’s mother, Henrik Ibsen, and John Stuart Mill. I start with a brief account of Shaw’s upbringing to show how Shaw’s mother influenced him and how some Shaw’s female characters attest to this influence. Chapter Two adopts theoretical studies to illustrate how women are oppressed and exploited in the male-ruled society from social, gender and economic perspectives. I explore the similarities between Marxist Feminist’s theories and Shaw’s ideas to illustrate how women are exploited and oppressed. Chapter Three examines Shaw’s three plays─Pygmalion, Mrs. Warren’s Profession and Getting Married to illustrate how traditional women are trapped under the patriarchal society from three angles: role and responsibility, career treatment, and marriage situation. Chapter Four analyzes some of Shaw’s women characters, who fight against the male-dominant society and find a way out. Finally, Conclusion summarizes Shaw’s contribution to women’s rights and my personal feelings.
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Ning, Wang, and 王甯. "The Three Female Protagonists’ Subjectivity in George Bernard Shaw’sSaint Joan, Major Barbara and Pygmalion." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/ph35fh.
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碩士中國文化大學
英國語文學系
98
The thesis, “The Three Female Protagonists’ Subjectivity in George Bernard Shaw’s Saint Joan, Major Barbara and Pygmalion”, explores how women can find self-identity in male-dominated societies. Using the three female protagonists in Pygmalion, Major Barbara and Saint Joan, Shaw demonstrates the idea that women are committed to spreading spiritual awakening, preserving personal identity, and achieving autonomy and self-growth. The Introduction reveals Shaw’s background, which is deeply reflected in discussing the female characters through his three plays, Saint Joan, Major Barbara and Pygmalion. His works endeavor to talk about the current morals and manners, and the heresy of male-dominated beliefs that he wishes to challenge. He takes a pragmatic view of women’s search for self-identity. In Chapter One, I have examined women from the perspective of history, literature and society, to demonstrate woman’s influence in the past. For centuries, woman struggled against those who tried to restrict them to the home as unpaid and under-valued domestic workers. Hence, to study the past is vital to understand the role and the condition of woman. In the society, women have received scant attention, unless they talk about men’s issues. In Shaw’s three plays, the women begin as rebellious young girls. In Chapter Two, the transformation of women’s status through knowledge, dominates the three female protagonists’ search for independence under patriarchal regimes. Through education, Eliza changes from a flower girl to a fair lady. Through her experiences, Barbara changes from a moralistic Salvationist to an open-minded woman. Through spiritual enlightenment, Joan metamorphoses from a peasant girl to a leader of armies. In short, only by being intellectually and economically independent can a woman have the freedom to do what she chooses. In Chapter Three, Michael Foucault’s power theory and Simone de Beauvoir’s feminism are separately employed to explore power relations in women’s roles. Through male-female interactions in Shaw’s three plays, I discuss relations between men and women from a power perspective. I examine the development of women’s freedom and independence, which is directly related to their economic independence. Therefore, I apply Simone de Beauvoir’s feminism to explore the situation of women in an unequal economic environment. I analyze how the women protagonists in Shaw’s three plays, establish their identities and gain their self-realization. Finally, to conclude the discussion about Bernard Shaw’s three plays, I have found inspiration from the three female protagonists’ struggle against stereotype female identities in their respective patriarchies which provide them with spiritual renewal, and allow them to achieve their new found independence.
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Chou, Chia-Ling, and 周家鈴. "The Pygmalion Effect：The Influence of Supervisor’s Expectation on Employee’s Job Stressors, Creativity and Turnover Intention." Thesis, 2013. http://ndltd.ncl.edu.tw/handle/03435991549385887739.
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碩士國立中正大學
企業管理研究所
101
According to the Pygmalion effect related researches in the past years, the supervisors’ expectation will influence their subordinates’ performance, creativity and turnover intention. Because the working environment is more complex, we have to dicuss more about the Pygmalion effect in managemet. Also, this study puts subordinates’ work stressors as mediators in this research to know their influences on subordinates’ creativity and turnover intention. This study also uses dual-questionnaires to understand the supervisors’ expectation on their subordinates’ performance and the subordinates’ perception of their supervisors’ expectation. The study population is comprised of manufacturing and service industry, and one supervisor has to choose one subordinate to fill in the questionaire. The major findings of this research are： 1.The subordinate perceives his supervisor’s positive Pygmalion effect on him will inhance his creativity. 2.The subordinate perceives his supervisor’s positive Pygmalion effect on him will decrease his turnover intention. 3.The subordinate perceives his supervisor’s positive Pygmalion effect on him will decrease his negative feelings of working stressors. 4.The subordinate’s working stressors will inhance his turnover intention. 5.The relationship between subordinate perceives his supervisor’s positive Pygmalion effect and his turnover intention are mediated by his working stressors.
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Wang, Shu-fang, and 王淑芳. "Reading Gender and Class in George Bernard Shaw's Pygmalion: the Transformation of the Flower Girl." Thesis, 2012. http://ndltd.ncl.edu.tw/handle/wx63q6.
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碩士世新大學
英語學研究所(含碩專班)
100
This paper will investigate how George Bernard Shaw’s Pygmalion portrays the social phenomena in the Edwardian era through the rapid development of capitalism and the great progress of the Industrial Revolution. As a socialist, Shaw dedicates himself to revealing social injustice through his writing; furthermore, all Shaw’s concerns relate to gender and class matters so that Marxist perception will be applied in this thesis. Shaw emphasizes the point that woman should emancipate herself from the social norm and repudiate those duties which men put on them. He demonstrates the idea that the main female character in Pygmalion can achieve a level of autonomy and self-growth in the process of self-awareness through education. Chapter One will examine how economic conditions determine one’s social status by Marxist perception. The central notion of Marxism indicates that everything could be seen as a commodity to exchange for the valued object or money which people want in the capitalist society. Thus, Eliza the flower girl is her father’s possession for the exchange of money; in the meantime, she is also seen as merchandise of Higgins to exchange for winning a bet. Chapter Two will investigate how a woman struggles against men’s dominance and gets her independent thinking through the process of self-awareness. Chapter Three will explore whether the transformation of the flower girl is a success or a failure. Shaw manages in the afterword to illuminate the inconvenient truth: that is the gender and class boundaries are entwined and determined. Finally, to conclude the discussion about Bernard Shaw’s Pygmalion, Shaw bestows upon Eliza the most worthy prize of her autonomy which provides her with spiritual renewal. The flower girl discovers her authentic self and achieves her independence through the process of transformation. Though the flower girl fails to move up the ladder of social power, she has her independent thinking, and her autonomy is in her own hands.