Dissertations / Theses on the topic 'Year-book'

I am inspired by the serendipitous connections to people, places, and things in the world around me. I approach art, much like my life, with an initial idea or plan, only to end up changing it. My pieces are records in the form of mixed media altered books that act as visual journals of my experiences. Phases of a 1st Year Teacher focuses on how I personally worked through these phases and attitudes my first year of teaching, and helped me to rediscover why I chose the teaching profession.

The focus of this thesis is the translation strategies used to translate culture specific items in the Lithuanian and English versions of Peter Mayle’s book A Year in Provence. Peter Mayle (b. 1939) is a famous British author, known for his educational books for children and travel writing. A Year in Provence is a book about a British couple who decides to settle in a small village of Ménerbes in France. New people and places offer many adventures while trying to know better the French culture and cuisine. The Lithuanian translation of the book was done by the translator Ina Jakaitė (2008). At first, this thesis analyses the concept of cultural adaptation and explanations of the concept of the culture itself. Translation strategies for culture specific items (CSIs) are also discussed in the present paper. Furthermore, some methods of the translation by different scholars are introduced. Translation strategies for culture specific items in the paper are proposed and discussed according to the approach discussed by the famous scholar Eirlys E. Davies. Translation strategies (preservation, addition, omission, globalization, localization, transformation and creation) are used in analyzing and discussing the translation of proper nouns and food items in the book A Year in Provence. The section of proper names is divided into two categories: proper names ( the first names and surnames) and geographical names (names of cities, names of towns, names of streets, names of cafés and... [to full text]<br>Šio darbo tikslas yra išanalizuoti kultūrinių realijų rūšis ir jų vertime naudojamas strategijas Piterio Meilo knygoje „Metai Provanse“ (2000). Piteris Meilas (g. 1939) yra žymus britų autorius, rašęs knygas ne tik suaugusiems, bet taip pat ir lavinamąsias knygas vaikams. „Metai Provanse“ yra knyga apie britų porą, kuri palieka savo namus Anglijoje ir apsigyvena mažame Manerbo miestelyje Prancūzijos pietryčiuose. Naujos vietovės ir naujai sutikti žmonės kelia daug iššūkių naujakuriams ir verčia ne tik geriau pažinti pačią Prancūziją, bet ir kultūrinius bei gastronominius ypatumus. Knygą į lietuvių kalbą išvertė Ina Jakaitė (2008). Darbe pristatoma kultūrinio pritaikymo svarba ir apibrėžiama pati kultūros konsepcija. Vertimo strategijos taip pat analizuojamos šiame baigiamąjame darbe. Kadangi mokslininkai skirtingai pateikia panašias vertimo strategijas, aptariama jų įvairovė, analizė grindžiama Eirlys E. Davies pateikiamais metodais. Vertimo teorijos yra naudojamos analizuojant tikrinių daiktavardžių ir maisto terminų vertimą knygoje „Metai Provanse“. Tikrinių daiktavardžių pavyzdžiai yra suskirstyti į dvi dalis: tikrinius vardus (vardus ir pavardes) ir geografinius vardus (miestų, gatvių, kavinių bei restoranų, miestelių bei kaimų ir slėnių pavadinimus). Maisto terminų pavyzdžiai taip pat suskirstyti į dvi grupes: maisto produktus (mėsos, pieno produktus, daržoves ir vaisius, prieskonius ir jūros gėrybes) ir atskirus patiekalus, patiekiamus valgio metu (užkandžius, salotas... [toliau žr. visą tekstą]

<p> Mothers&rsquo; socialization has been shown to impact prosocial tendencies in children. Discussions during joint book reading may provide a context to observe mothers&rsquo; strategies for evoking emotions. More specifically, mother-child talk about emotions, cognitive states, and inductive reasoning may enhance children&rsquo;s perspective taking about characters experiencing diversity. However, mothers may differ in their amount and type of talk if the characters in the story are from an in-group or out-group. While not all mothers may engage in these strategies during book reading, evoking sympathy in children has been shown to predict children&rsquo;s prosocial attitudes and behaviors toward others in need. The goal of this study was to explore mothers&rsquo; discourse strategies during a joint book reading task with first and second graders. Moreover, this study aimed to test whether reading and discussing a story about an in-group or out-group member differed and whether certain differences increased donating behavior and prosocial attitudes and from pre- to post-tests. In the main results, children&rsquo;s donations did not significantly increase from pre-test to post-test as hypothesized nor did donations differ between the in-group or out-group story condition. However, children&rsquo;s prosocial attitudes toward both in-group and out-group children improved equally from pre-test to post-test. Also as hypothesized, maternal discourse differed between story conditions. More specifically, there was an interaction between child gender and story condition where mothers with daughters used more emotion talk and cognitive state talk when discussing out-group members than did mothers with sons. Exploratory analyses revealed that mothers who used more emotion talk and inductive reasoning had children with lower prosocial attitudes when averaged across time of measurement toward both the in-group and out-group. Alternatively, children&rsquo;s trait sympathy predicted higher average donations and prosocial attitudes. Finally, children&rsquo;s civic identity scores predicted children&rsquo;s average prosocial attitudes and maternal discourse variables (i.e., emotion words, cognitive state words, and number of inductive sequences). Future research should continue to investigate the relationship between children&rsquo;s civic identity and maternal discourse, as this was the first study to explore the two. In conclusion, inducing sympathy in children may be an effective strategy for fostering more favorable attitudes toward other people in need regardless of their group identification. Additionally, individual child characteristics may predict children&rsquo;s inclination to help others in need; however, aspects of mothers discourse may hinder such prosocial tendencies with children if they induce personal distress.</p>

This study focuses on the State and the Private Primary School teachers’ interpretations and implementations of the Turkish Guide Book. Turkey’s candidacy for accession to the European Union led to some reformations in education in 2004 (Aksit, 2006). One of the aims of the 2004 reforms was to introduce new teaching styles along with renewed textbooks and teachers’ guide books. However, throughout these reformation movements, there has been little attention given to teachers’ training. Although the Turkish Guide Book meant to standardise teaching nationwide, it was also meant to transform primary schooling in Turkey. The main purpose of this study is to gain an understanding of State and Private Primary School teachers’ interpretations and implementations of the Turkish Guide Book in Year Five of Primary Education in Turkey. In this research, naturalistic research tools were used to gather qualitative data. Observations, interviews and documentary analysis were the main research tools. The study took place in a State Primary School and a Private Primary School, both situated in Ankara, Turkey. The research was first conducted in the State Primary School from March 2007 to April 2007 which led to the idea of conducting further research in the private context. Research conducted in the Private Primary School took place between December 2007 and January 2008. The data were collected from ten primary school teachers by means of semi structured interviews and classroom observations. Drawing upon the theoretical framework of Foucault’s (1977) modern power control strategies, a major factor influencing teachers’ classroom practices both in the State and the Private Primary Schools emerged. A highly centralised Turkish educational system has a major influence on teachers’ classroom practices. However the State Primary School participants’ attitude towards teaching and learning was different from the Private Primary School participants. The State School participants had doubts about the new Turkish Guide Book; however they did not make any changes with their implementations of it. However, teachers from the Private School adopted various activities into their teaching. The difference among teachers’ classroom behaviour may be explained through the structure of the schools. Although both of the schools are controlled and inspected by Ministry of National Education (MONE), MONE’s influence over the State Primary School is more evident. Spatiality can also be considered to be a mode of modern power control (Massey, 1994). Therefore the structure of space in both the State and the Private Primary Schools is a form of surveillance apparatus. In particular, Ataturk portraits and Turkish flags were prominently displayed in every corner of the State School, which acted as a reminder of the state control and ‘Turkishness’. On the other hand, in the Private Primary School state control was not as apparent; however, the structure of the school was organised according to permanent visibility.

Research Doctorate - Doctor of Philosophy (PhD)<br>This study is an examination of one of Australia’s most prestigious and influential literary prizes: the Children’s Book Council of Australia Book of the Year Award. It aims to clarify the reasons the award was part of the brief when the Children’s Book Council was created in 1945, and to determine the extent to which the award’s subsequent development has continued to meet its stated objectives. The study focuses on a single category: that of Older Readers. To be eligible for judging in this category, entries must be: 'outstanding books of fiction, drama or poetry which require of the reader a degree of maturity to appreciate the topics, themes and scope of emotional involvement. Generally, books in this category will be appropriate in style and content for readers in their secondary years of schooling'.(CBCA 2009, p.4) For the first ten years of the award’s history, there was just one category, Book of the Year, and definition by the age of a book’s implied readers only began in 1982, when Junior Book of the Year was introduced. In 1987, the two non-picture book categories were renamed Book of the Year: Older Readers and Book of the Year: Younger Readers. Leaving aside the erratic development of the Picture Book of the Year category, which will be outlined in chapter 2, effectively for most of its history, the Older Readers category is the Book of the Year. The two remain practically synonymous today in media coverage of the awards and for those reasons alone, the restricting of this study to the Older Readers category would be valid. This is the Children’s Book Council’s flagship award. But because since the 1960s this category has been a highly contested site for defining ‘childhood’ and ‘literature’, an examination of its development yields significant findings about the function of the Children’s Book Council (‘the CBC’) overall. This study interrogates the CBC’s claim that the role of the Book of the Year is simply to uphold standards of literary excellence. The clear implication is that its judges have no agenda other than adherence to these standards and that they are universally agreed. By considering the evolution of the awards in both historical and cultural contexts, the study aims to define the agenda of the Book of the Year in greater detail. It then tests that agenda in individual case studies of six winning novels in the Older Readers category. Each of the texts for case study is by a writer who has been acknowledged in the awards more than once – in some cases many times. So the study aims to determine the ways in which the text in question and its writer’s work as a whole are aligned with the criteria the awards are based on. The case studies cover a 20-year period of rapid growth in the Australian publishing industry and in the influence of the CBC. They focus on the following winners: Bread and Honey by Ivan Southall (1971) The Ice is Coming by Patricia Wrightson (1978) So Much to Tell You by John Marsden (1988) Beyond the Labyrinth by Gillian Rubinstein (1989) Strange Objects by Gary Crew (1991) Looking for Alibrandi by Melina Marchetta (1993) The awards given to these novels represent significant moments in the ongoing conversation between the CBC and its constituents and within the organisation itself about the process of choosing books for young readers. Should a winning book focus on Australian subject matter? Should it demonstrate inclusiveness of gender, sexuality, race, other physical differences and social class? Are city dwellers still interested in the bush and the outback? Will boys read novels about girls? Are young readers today interested in history? Do young Australians prefer realist narratives? Do they – or their adult carers – demand narrative closure? Should the language of a Book of the Year be high-end literary, or accessible to readers with a wider range of abilities? How frank can it be in its treatment of sex, drugs and violence? What effect does using books in the classroom have on young people’s enthusiasm for reading? This study pursues such questions in order to clarify the CBC’s role in directing the conversation and its objectives in doing so. There is, of course, a parallel conversation about the kinds of book young readers themselves choose, but the CBC has never regarded this as its main concern. It is only due to public pressure in recent years that the Book of the Year awards handbook advises judges to ‘ensure that their evaluation takes into account the responses of children who have read the books’ (CBCA 2009, p.9) and somewhat perfunctorily at that, so that the CBC cannot be accused of indifference to the issue of popularity. The organisation has generally left this conversation to the state-based children’s choice awards and to the growing number of websites that invite young readers to blog or post reviews. An endorsement from the Children’s Book Council can have a direct influence on the income of all those involved in the production and distribution of a book, as well as a less tangible, but potentially more important, influence on the reading experience of thousands of children. And because the influence is frequently negative, there have been objections to it throughout the organ-isation’s history. There has been little sustained and reasoned analysis of that influence, however, perhaps due to a fear of diminishing its positive aspects while exposing the negative. Close scrutiny may also have been delayed by the fact that the CBC’s members are an enthusiastic band of volunteers who have had to fight against the subordination of children’s literature – unless the delay itself is further proof of that subordination. And although aspects of this study will not please the CBC, it is not intended as an attack. Indeed it should be read as an acknowledgment that the CBC has been extraordinarily successful in achieving the aims set out in its constitution. On the other hand, the study argues that one of its undisclosed concerns has been the shoring up of a narrowly defined and reactionary set of literary and cultural values and its own power to ensure that they are maintained. The aim of this study is not to invalidate the considerable pleasure many have derived from the work of the CBC. Nor is it intended to fuel the resentment of the many producers and distributors who feel they have been burned over the years by the CBC judges’ decisions. Ironically by constructing itself as the last bastion of universally accepted values in the assessment of literature, the CBC may be undermining its ability to promote the enjoyment of books by children and threatening its own continued growth. So if the present writer may be allowed a personal wish, it is that the study may be read not just as a critical history of a remarkable cultural phenomenon, but also read by those who care about children and books and the Children’s Book Council as a wake-up call.

碩士<br>國立臺北教育大學<br>幼兒與家庭教育學系碩士班<br>97<br>The present study aims to explore referential strategies in 3- to 5-year-old preschoolers’ oral narratives. Sixty children, with 20 of each age group, recruited from kindergartens in Taipei City and Taipei County participated in this study. They were asked to narrate a wordless picture book “Frog, where are you?”. Children’s narratives were transcribed, coded, and analyzed using the CHILDES system (MacWhinney, 2000). Focuses of analyses were on (1) the distributional patterns of seven referential forms, including indefinite nominal, bare nominal, demonstrative reference, possessive nominal, definite nominal, pronoun, and zero anaphora, (2) first-mention or anaphoric uses of story characters and demonstrative references such as “here,” “there,” “this,” and “that” and (3) the ambiguity or clarity of referential use in different discourse contexts. Several significant differences were found in use of referential strategies between the 5-year-olds and the younger groups but few differences were found between the stories told by the 3- and the 4-year-olds. Moreover, results of this study revealed a significant increase in use of appropriate definite and indefinite nominals to distinguish new and given information in narratives produced by the 5-year-olds. The 3-year-olds tended to use demonstratives with deictic function, such as “this” and “here.” Referential ambiguities occurred less frequently in narratives of 5-year-olds than the younger groups, which suggests that the 3- and 4-year-olds tend to ignore the listeners’ need. Educational implications and suggestions for future study were discussed.

碩士<br>國立臺北教育大學<br>幼兒與家庭教育學系碩士班<br>98<br>This paper studied 26 preschoolers and 2 teachers in a class within a nursery school in Taipei. The purpose of this study was to provide a descriptive report about how preschool children, age 3 to 4 years, responded to shared and individual reading of picture books, and examined teachers’ questions and feedback during shared readings. The researcher conducted a total of 20 non-participatory field observations during the period from September 2009 through April 2010. Verbal data of engaging in shared and individual reading were collected during classroom sessions, after lunch and snack, and corner time. The number of data collected for shared reading and individual reading were 16 and 100 pieces respectively. A discourse analysis on shared reading was conducted in the following sequence: First, coding was applied to the verbal data according to speaking turns. Second, the data were divided into multiple paragraphs based on the topic being discussed. Third, the codes were categorized into the four types: teacher’s question, and feedback, children’s active and passive response. Finally, the researcher identified the correlation between individual types, before forming primary and secondary categories, in order to shed light on the relations between the teacher’s questions, feedback and children’s response. Verbal data on individual reading were first divided into two scenarios: individual-reading or peer-reading, followed by a categorization of books being read, which was subsequently coded and classified based on modes and aspects of response. The empirical result goes as follows: 1. Children’s response during shared reading （1）Passive responses: The responses were further divided into close-ended and open-ended responses. Among the questions asked, 77% were close-ended questions to which children solely responded to the referred aspects; 23% were open-ended questions, during which children were encouraged to exercise their thinking in the following manners: applying their daily experiences, obtaining clues based on the description provided, using pictures as clues, and applying logical inference. （2）Active responses: Preschoolers were most frequently observed engaging in active interaction with characters from the stories they read. Such interaction can be divided into two modes: verbal interaction with the characters and physically acting out to offer help to the characters. 2. Teacher’s questions and feedback during shared reading （1）Questions: No matter in which steps of share reading, the teachers were most often observed asking questions on the characters and prompting deeper thinking on character-related issues. （2）Feedback: The types of feedback most frequently observed among the teachers were reiteration, identification and praises. 3. Children’s response during individual reading （1）Modes and aspect towards picture books: Children demonstrated two modes of responses, namely, graphic and word cognition. They also responded to questions regarding plot sequence and demonstrated an understanding of characters during individual and peer reading sessions. （2）Response towards information books: Graphic cognition was the most frequently observed response. A discussion was presented regarding the comparison between the findings of this study, previous literatures and relevant theories. The study concluded by mapping out the potential effects of classroom reading on preschoolers’ responses and a reflection on the methodology adopted.

碩士<br>國立臺灣師範大學<br>設計研究所在職進修碩士班<br>99<br>The key for picture books to open its market in Taiwan can be said to start with the release of Jimmy Liao’s A Fish with A Smile and Secrets In The Forest in 1998. The limitation of picture books being only for children was broken and picture books were officially introduced to the adult market. Whether in view of the literariness or the artistry, picture books should be seen as adult books and should not be limited down to being children’s literature only as in the old days. In terms of the courses in community colleges in Taiwan during the 2010 academic year, the contents of courses that used picture books were investigated and further investigation and analysis were carried out on the prevalence rate of the courses opened and the application of picture books in the courses. The current status was described and discussed with the aim to understand the application status of picture books in adult education, for which it was also the ultimate goal of the research. In the thesis, 93 community colleges listed in Community College Statistics published by Ministry of Education in 1998 academic year were used to find out there were 94 community colleges registered under the Ministry of Education in 1999. After collecting information on the Internet, collecting student recruitment handouts and conducting telephone interviews, it was found that a total 32 community colleges offered courses relating to picture books, and the offering ratio was 34%. From more than 10,000 courses, it was found that there were 69 courses that were relating to picture books. After searching on the Internet and confirming by telephone interviews, it was found that the successful class-opening rate was 50%. Moreover, if viewing the class-opening rate according to location, the successful class-opening rate was higher in southern Taiwan than in northern Taiwan. The successful class-opening rate in southern Taiwan was 70% and was 56% in northern Taiwan. In central Taiwan, the successful class-opening rate was only 22%. After searching and exploring, there was no previous literature that can be referred to for the two data described above. Thus, this research can be said to be the first literature on adult picture book education in Taiwan. In Ehon no chikara, co-written by Japanese writer Kunio Yanagida, it mentioned the “picture book that is to be read three times in life.” The community height of community college meets people in the “parenting stage”(20–45 years old) and “later life stage” (40 years and older). Moreover, the high successful class-opening rates in southern and northern Taiwan greatly supported that the adults in Taiwan were willing to accept the application of picture books in education. Thus, it is hoped that the research result may support scholars, educators and picture book promoters who silently promote adult books in Taiwan and that an effective paper with quantitative data may be provided to them to refer to.

碩士<br>正修科技大學<br>資訊管理研究所<br>98<br>In this research, I have designed and developed an e-learning platform that is based on the “Mastery Learning Model”, and to use experiment methods to practice this e-learning platform to understand the relationship between learner’s online study time and the final result. There are three main objectives as follows: 1. To understand the effect between the length of study time and study result. 2. The relationship between the study result and e-learning platform. 3. To understand the level of satisfaction when the user practice this e-learning platform. In this research, the dependent variable is “result of learning”; the independent variable is “study time”; and the first year students of information management department of Cheng-Shiu University is the object of this research. I have divided 68 students into two groups: one group, comprising 35 students, is the experimental group; and the other, the contrast group, comprising 33 students. Freshman English, a textbook for first-year students enrolled into the English subject, is to be the material of this experiment. The result shows that the learner’s performance is correlated with the length of study time. Additionally, the result also showed a satisfactory improvement after use of this e-learning platform to study.

碩士<br>國立東華大學<br>幼兒教育學系<br>102<br>The main goal of this research is to discuss the process of emotional education by using picture books of emotional theme. This research studied emotional education through picture books of emotional theme for children who were 20 pupils of eastern elementary school in Taiwan which contained 11 boys and 9 girls operated in synthesis classes since Oct 2013 to Dec 2013. The conception of this study based on ”self-awareness, social awareness, self-management and relationship management”, (Daniel Goleman, 1995) and the result were cross validation by reference, observation, interview records, and personal documentary of students in order to understand the emotional world and to improve development of emotion and positive expression of second grade of elementary schools. In the end, the research shows children who are able to express their feeling and know others emotion could express and release their emotion through rational way and learn how to use empathy and confidence to improve their relationship with others.

碩士<br>臺北市立大學<br>學習與媒材設計學系課程與教學碩士班<br>107<br>The purpose of this study is to explore the situation of "Electronic Green Picture Book" corresponding to the "Five Learning Theme Connotations of Environmental Education" of the 12-year National Education. According to the five major learning themes and 17 substantive connotations of the 12-year national education curriculum, the content analysis method is used to compile the "12-year National Education Elementary Stage Environmental Education Content Analysis Category Table" by Huang Qilan in 2017. As a research tool, there are 27 "Environmental Information Center Green Picture Book" and 27 "Green Dream Picture Book Green Picture Book". A total of 48 electronic green picture books are used for quantitative and qualitative analysis. The results of the study have led to the following conclusions: 1. The electronic green picture book corresponds to the connotation of the five major learning themes of environmental education, and is classified according to the most vivid substantive connotation of each picture book. The “sustainable development” is the largest in the electronic green picture book, nearly half, followed by “environmental ethics”. More than one-third, "energy use for sustainable use" accounted for six, "climate change" only three, all 48 electronic green picture books have not talked about "disaster prevention" issues, the proportion of electronic green book distribution Uneven.. 2. In the theme of "environmental ethics", the electronic green picture book is "learning to maintain environmental cleanliness and responsibility", "invasion of alien species", "balance and integrity of the natural environment", "close to natural biological processes", "habitat conservation and Biological Survival Association, "Important Harmony", "Environmental Defence Action". Seven orientations for presenting themes. In the theme of "sustainable development", the electronic green picture book is "development of impact on the environment", "man-made destruction and pollution", "ecological crisis", "simple life" and "continuing the future".Five orientations for presenting themes.In the theme of "climate change", the electronic green picture book uses "Ozone Layer Hole" and "Global Warming". Two orientations for presenting themes.In the theme of "sustainable use of energy resources", the electronic green picture book uses "water shortage", "substance reuse", "resource recovery" and "conservation of water". The four are oriented to present the theme. 3. Further analysis of the essence of the five major learning themes: The largest number of electronic green pictures explore the theme of "environmental ethics", and both cover the contents of "biological care" and "habitat preservation"; in the theme of "sustainable development" The electronic green picture book most often presents the essence of "the excessive human material demand may affect the future generation." The green picture also contains "the impact of human economic development and material life on the ecology," but related "Food distribution and the gap between the rich and the poor" did not appear in the electronic green picture book; in "climate change", only "awareness of climate change is related to humans" and "climate change to life impact" appeared in the electronic green picture. And the number is very small; all 48 electronic green picture books have nothing to say about "disaster prevention"; and the "Energy Use for Sustainable Use" theme has only a few electronic green picture books appearing in the text, and only covers "resource recovery" and The two essential connotations of "saving water". Finally, according to the conclusions, the researchers made reference to the five major issues of the 12-year national education environmental education, the editing of the future electronic green picture content, the use of electronic green picture books by teachers to integrate into environmental education, and future researchers.

The topic of the thesis is the comparison of photographs in year-books of magazine Týden and year-books of Lidové noviny newspaper from the point of view of the News values, as set by Johan Galtung and Mari Ruge and their successors, and also with respect to other qualities and values which are crucial in the process of selection of news photographs. The year-books of chosen media are the summaries of their production of given year, they are the selection of events which are considered the most important of that year. From the visual point of view, the year-books have much more space devoted to photography than their standard issues. The number of photographs and their size are therefore much higher. The thesis compares two pairs of year-books with a nine-year interval between them. This makes us compare the shifts and changes of their qualities in time, using a quantitative analysis research. The important part of the thesis is devoted to the routines of editorial staff, who are responsible for the selection of photographs. To explain this part, we used interviews with photo-editors or image editors. In these interviews we put emphasis on the very fundaments of editors work, the factors and circumstances which limit and affect his work and we also identified the values or qualities of photographs which are...

The aim of this diploma thesis is to introduce the phenomenon of rare books and artist's book, their place in the domestic book production and the subjects that deal with their creation and publishing. In addition to publishing houses, also associations are introduced in the thesis, including universities, where numerous projects devoted to the artist's book are created. The current situation of rare books and artist's books is also reflected through exhibitions, competitions or fairs that focus on this topic. Reports on rare books and artist's books in the media provide feedback on how society is aware of and informed about this type of book production and how the society perceives it. Key words rare books, artist's book, Czech Bibliophile Association, Teapot s.r.o., Aulos, Trigon, The Most Beautiful Czech Books of the Year, The Most Beautiful Books of the World, rare books in the media