<p>U našem radu reč je o elementima frankofone civilizacije u nastavi francuskog jezika. Tokom rada sa učenicima i studentima nivoa znanja A1-B2 francuskog, primetili smo da su manje senzibilizovani za frankofonu kulturu, i da su više upoznati sa elementima francuske kulture, u ovom slučaju mislimo na teritoriju današnje Francuske. To nas je navelo da uradimo analizu frankofonih elemenata u udžbenicima francuskog kao stranog jezika, korišćenim na prostoru Srbije. Naš korpus ekscerpiran je iz sto dvadeset čitanki i metoda francuskog jezika, od Drugog svetskog rata do 2013. g., reč je o metodama koje su objavljene na teritoriji bivše Jugoslavije, današnje Srbije i Francuske.<br />U prvom delu rada objašnjeni su razlozi izbora teme, ciljevi rada kao i sama njegova struktura. Takođe je prikazano mesto koje zauzima učenje francuskog kao stranog jezika u obrazovnom sistemu aktuelne Srbije.<br />Nakon toga izložen je teorijski pregled stavova kada su u pitanju pojmovi civilizacija, kultura i jezik, neodvojivi u učenju stranog jezika, kao i pojam interkulturalnosti, koja je jedna od nezaobilaznih kompetencija u nastavi stranih jezika danas. Potom je dato viđenje francuske i frankofone civilizacije u nastavi francuskog iz perspektive bivše i sadašnje teritorije naše države.<br />U trećem delu rada objašnjen je pojam Frankofonije, razlozi zašto je značajna u nastavi francuskog, koja je njena uloga i šta ona zapravo danas predstavlja. Takođe je definisan pojam frankofonog elementa i dat opis udžbenika francuskog jezika, korišćenih od Drugog svetskog rata na prostoru današnje Srbije, kao i tematske kategorije prema kojima su klasifikovani frankofoni elementi.<br />Četvrto poglavlje posvećeno je analizi korpusa koji je prethodno podeljen u sledeće tematske kategorije: &bdquo;jezički varijeteti&ldquo;, &bdquo;geografija&ldquo;, &bdquo;slavne ličnosti, kulturni spomenici, istorija&ldquo;, &bdquo;grafičke umetnosti, skulptura i arhitektura&ldquo;, &bdquo;književnost&ldquo;, &bdquo;muzika&ldquo;, &bdquo;film&ldquo;, &bdquo;štampa i dokumentarni tekstovi&ldquo; i &bdquo;stripovi&ldquo;. U ovom delu rada prikazani su frankofoni elementi kroz osnovni pedagoški materijal, njihova upotreba, kao i jezičke kompetencije za koje su predviđeni.<br />U poslednjoj fazi rada predložen je dodatni pedagoški materijal, nekoliko autentičnih frankofonih dokumenata, kao i njihova primena u nastavi francuskog kao stranog jezika, sve u cilju njihove bolje iskorišćenosti.<br />VIII<br />Na osnovu urađene analize izvodi se zaključak da frankofoni elementi nisu dovoljno zastupljeni u nastavi francuskog jezika i da bi trebalo da budu više prisutni, kroz različit i raznovrstan pedagoški materijal, pogotovo s obzirom na to da ih je moguće uklopiti u već postojeće udžbenike, za šta dajemo primere na samom kraju rada.<br />U našem svetu višejezičnosti, mulitkulturalnosti i interkulturalnosti, budućnost francuskog jezika jeste u prihvatanju svih njegovih raznovrsnosti i različitosti.</p> / <p>Our dissertation deals with elements of the Francophone civilization in teaching the French language. While teaching students with the French language knowledge (level A1-B2), we noticed that they are less familiar with elements of Francophone culture, and more familiar with elements of French culture, meaning the culture of the territory of present-day France. That led us to perform an analysis of Francophone elements in textbooks used for teaching French as a foreign language which are used on the territory of Serbia. Our corpus was extracted from a hundred and twenty textbooks and methods used for teaching the French language, starting from the period of World War Two up to 2013. These methods were published on the territory of former Yugoslavia, present-day Serbia, and present-day France.<br />The first part of the dissertation explains the reasons behind the choice of the topic, the aims of dissertation and its structure. This part also indicates the position of learning French as a foreign language in the current educational system of Serbia.<br />This is followed by a theoretical overview of perspectives on the notions of civilization, culture, and language which are inseparable in learning a foreign language, including the notion of interculturality which is one of the mandatory competencies in teaching foreign languages today. After that, a look at the French and Francophone civilization in teaching the French language from the perspectives of the former and present-day territory of our country is provided.<br />The third part of the dissertation explains the notion of Francophony, provides the reasons why it is significant in teaching the French language, what its role is and what it represents today. The notion of a Francophone element is also defined with a description of French language textbooks used from the period of World War Two on the territory of present-day Serbia, including thematic categories according to which the Francophone elements are classified.<br />The fourth chapter is dedicated to analyzing the corpus which has previously been divided into the following thematic categories: &ldquo;language varieties&rdquo;, &ldquo;geography&rdquo;, &ldquo;famous persons, cultural monuments, history&rdquo;, &ldquo;graphic arts, sculpting, and architecture&rdquo;, &ldquo;literature&rdquo;, &ldquo;music&rdquo;, &ldquo;film&rdquo;, &ldquo;press and documentary texts&rdquo;, and &ldquo;comic books&rdquo;. This part of the dissertation displays Francophone elements through basic pedagogical material, their use, as well as language competencies they are prescribed for.<br />The last phase of the dissertation suggests additional pedagogical material, several authentic Francophone documents, as well as their application in teaching French as a foreign language, all with the aim of maximizing their use.<br />X<br />Based on the performed analysis, a conclusion can be made that the Francophone elements are underrepresented in teaching the French language and that their presence should be increased through various and diverse pedagogical material, especially when it is taken into consideration that they can be fitted into already existing textbooks which is displayed by examples at the very end of the dissertation.</p>

Thesis (M.A. (African Languages)) --University of Limpopo, 2005 / This study explores the use of nonverbal communication in Northern Sotho discourse. The paper serves as an introduction to the study of nonverbal communication in African languages. The concept of nonverbal communication is as equally important in a communication system as verbal communication . Therefore, this paper focuses onsome of the various forms of nonverbal communication such as facial expressions, proxemics, haptics, personal appearance, and most importantly, the concept of time. This study is done mainly in comparison with the Western way of doing things and how the social changes affect the use of these cues

One key debate in the critical reception of Shakespearean late romance concerns how best to approach the functionality of the dramatised worlds that constitute it. What I call ‘containment’ readings of late romance argue that the alternative realities explored in the plays – realities of miraculous revivals, pastoral escapes and divine interventions, – serve to affirm the inevitable return of extant power structures. Utopian readings dispute this, making the case that the political and existential destructurations exposed in these plays point toward a new orientation for the dramatic subjects they produce. With the aim of contributing to the debate between containment and utopian readings, I explore in this thesis how late romance produces its subjects. I interrogate the plays’ structures with the help of the anthropological model of the limen, which is shown to be a useful category through which to educe the meaningfulness of certain ritual sequences. The limen’s three phases – separation; limen; aggregation – are employed to make sense of the transitions that subjects undergo in the four plays studied: Pericles, Cymbeline, The Winter’s Tale, and The Tempest. To study the liminality of these plays is, I argue, to study how dramatic subjects are produced therein, guided by the fact that their language shares properties with ritual discourse. When studying this discourse the focus falls on that class of language which impinges most lastingly on subjects: performatives. How performatives function in late romance will show us how real the changes induced in liminal subjects are. I examine the four plays in turn and find that their performative language produces subjects in a limen-consistent fashion. Aristocratic subjects are first of all estranged from those discursive practices that nourish their identity; their subjectivities are then glued back together in the ritualised, emblematising language of the limen. The conclusion I draw from my interrogation of the liminal patterns uncovered is that the functionality of late romance is broadly consistent with containment readings; I claim to have extended such readings, however, in showing that Shakespeare’s dramatisation of the state’s return to power usefully exposes its logic and symbolic grammar.

To encounter and digest the oeuvre of H. Marshall McLuhan on his own terms, this study deploys a strategy not dissimilar to that of Poe’s sailor who survived his descent into the maelstrom by studying the action of the vortex and catching hold of a recurring form. Here, McLuhan’s career-spanning concern with “communication” may be seen as just such a recurrence — his concern with communication is evident at every turn of his effort to update the Great English Vortex of 1914 and develop a second vortex in mid-century America. Having taken hold of this central concern, this study uses the procedure he developed to expose the “theory of communication” of any figure in the arts and sciences, and applies it to McLuhan himself. In this process of folding McLuhan in on himself, five loosely chronological chapters are used to reveal the four historical “phases” of his career, and to show that McLuhan cannot properly be understood apart from: 1. The great tradition of Ciceronian humanism and the Ciceronian ideal —the doctus orator — a figure in whom eloquence and wisdom coalesce. 2. The programme of the figures frequently referred to as the Men of 1914: James Joyce, Ezra Pound, T. S. Eliot, and Wyndham Lewis. In the final analysis, McLuhan is shown as having updated and transformed both — the Ciceronian ideal and the programme of the Men of 1914 — to become something of a singularity in the midst of what he saw as an Electric Renaissance: a paramodern (neither modernist nor post-modernist) doctus orator.

Typescript. Bibliography: leaves 242-251.

By means of semiotic analysis and exploration of contextual analogies this paper interprets both historical and contemporary New Zealand milk signs and packaging since the 1800’s and explains how these signs and simulacra, in a mergent urbanised society, evidence and express a battle of culture versus nature. It sees these signs as an exemplar of semiosis at play that explains the significance of their allegorical meaning in the culture. It also visually articulates children’s responses to some fundamental elements of contemporary signs and with some pre industrialised packaging examples arrives at one possible industrial generic packaging solution, using new, biodegradable materials, that presents milk as it is – an industrialised product from nature not as nature itself.

Whole document restricted, see Access Instructions file below for details of how to access the print copy. / Torrent of Portyngale is a late medieval romance, preserved in a single manuscript, MS Chetham’s 8009. It is a complex mix of romance themes: adventure, loss and restoration, family and social status, piety and hypocrisy, woven around the love between Torrent, the orphaned son of a Portuguese earl, and Desonell, heir to the throne of Portugal. Cohesion to so wide a range of thematic material comes from the author’s careful elucidation of the religious and moral significance of the text’s events. While popular literature with a didactic purpose is not uncommon in medieval literature and elsewhere in romance (cf. Sir Amadace), modern criticism has failed to fully appreciate the purposeful combination of the two in Torrent of Portyngale. Torrent is perhaps the most critically neglected member of the Middle English verse romances. This is, in part, due to the state of the text, which suffers from extensive scribal corruption. The first modern edition, by James Halliwell (1842), was also careless and did little to create a good impression. The poem’s most recent editor, Eric Adam (1887), appreciated the shortcomings of Halliwell’s work and sought to restore Torrent. He incorporated evidence from fragmentary early prints of the text and drew on the fruits of nineteenth–century romance scholarship. Despite his good editorial intentions, however, it is now clear that he also made errors and editorial decisions that have coloured the way in which Torrent has been viewed since. The substantial body of twentieth and twenty–first century scholarship on Middle English romance and medieval studies in general has diminished the value of Adam’s edition to the point where it may be regarded as obsolete and a new edition long overdue. This fresh edition of Torrent has been prepared from microfilm of the manuscript. It re–examines the text’s phonology, morphology, syntax, dialect and vocabulary, to indentify and evaluate overlooked clues to help answer such fundamental questions as its date (scholars have dated it from the mid– fourteenth century to the first half of the fifteenth century) and provenance (it has been mapped from East Anglia to South Lancashire). Both the unflattering reputation that Torrent of Portyngale has gathered in modern times and the long–held notion that it is lacking in originality are challenged by the thorough re–examination of the state of the text, its scribes and their practices and evaluating them against prior and current romance scholarship. This new analysis provides a window through which Torrent can be viewed and valued as a product of its time, allowing it to be judged more accurately against its contemporaries and offering many new insights into a text that was clearly once popular.

This study investigates the nature of the relationship that the state in New Zealand, the Crown, has established with Māori as a tribally-based people. Despite the efforts of recent New Zealand Governments to address the history of Crown injustice to Māori, the relationship of the Crown with Iwi Māori continues to be fraught with contradictions and tension. It is the argument of the thesis that the tension exists because the Crown has imposed a social, political, and economic order that is inherently contradictory to the social, political, and economic order of the Māori tribal world. Overriding an order where relationships are negotiated and alliances built between autonomous groups, the Crown constituted itself as a government with single, undivided sovereignty, used its unilateral power to introduce policy and legislation that facilitated the dispossession of whānau and hapū of their resources and their authority in the land, and enshrined its own authority and capitalist social relations instead. The thesis is built round a critical reading of five Waitangi Tribunal reports, namely the Muriwhenua Fishing Report, Mangonui Sewerage Report, The Te Roroa Report, Muriwhenua Land Report, and Te Whanau o Waipareira Report.

This thesis establishes a natural acquisition order for 18 nominal structures in Mandarin SLA, and assesses the extent to which that order can be explained as a consequence of cognitive processing demands. The natural acquisition order is based on a longitudinal study of three adults learning Mandarin in a classroom environment in Auckland, New Zealand. Two representatives of an average emergence order are derived from the three individual orders: a ranking of mean emergence times (RMT) and a ranking of mean emergence ranks (RMR). Processing demands are calculated in three different ways: once on the basis of six developmental stages identified in Pienemann���s Processability Theory (Pienemann, 1998c), once on the basis of a detailed analysis of each nominal structure according to the generative grammar of LFG (Bresnan, 1982, 2001); and finally on the basis of the Minimalist Programme (Chomsky 1995; 1999; 2000). All rest upon a prior analysis of lexical feature structures and constituent structures evident in the learner���s output over the course of a year. The standard six-stage model of Processability Theory proves unable to differentiate between most nominal structures, because they fall within the single developmental category of so-called ���phrasal��� structures. However, processing demands calculated on the basis either of LFG or of the MP prove to be highly correlated with both individual and average emergence orders. On the basis of these results, various generalisations are made about the relevance of different kinds of syntactic processes to the determination of emergence order. In particular, c-structural complexity and thematic structure are found to be factors most significantly associated with later emergence times. LFG and MP each provide interesting insights into different aspects of syntactic processing that impact on the acquisition of a second language; LFG throws light on the significance of the grammaticalisation of thematic structure; the MP throws light on the processes of lexical construction, and the interactions between this and constituent structure. Both indicate the significance of delays in feature valuation or unification as c-structural complexity increases.

This thesis examines the archaeology and history of Te Puna, a Church Missionary Society (CMS) mission station in the Bay of Islands, New Zealand. Te Puna was first settled in 1832 following the closure of the nearby Oihi mission, which had been the first mission station and the first permanent European settlement in New Zealand. Te Puna, located alongside the imposing Rangihoua Pa, was the home of missionaries John and Hannah King and their children for some forty years. As well as being a mission station, Te Puna was also the site of the family���s subsistence farm. The research is concerned with the archaeological landscape of Te Puna, the relationship between Maori and European, the early organisation and economy of the CMS, the material culture of New Zealand���s first European settlers, and the beginnings of colonisation and the part that the missions played in this. Artefacts recovered from archaeological investigations at the site of the Te Puna mission house are connected with other items of missionary material culture held in collections in the Bay of Islands, including objects donated by the King family. The archaeological record is also integrated with documentary evidence, in particular the accounts of the CMS store, to produce a detailed picture of the daily life and economy of the Te Puna mission household. This integration of a range of sources is also extended to produce a broader view of the material culture and economy of missionary life in the Bay of Islands in the first half of the nineteenth century. The humble, austere artefacts that constitute the material culture of the Te Puna household reveal the actual processes of colonisation in daily life and everyday events, as well as the processes of the mission, such as schooling, the purchase of food and domestic labour, the purchase of land and building of houses, the stitching of fabric and ironing of garments. These practices predate, but also anticipate the grand historical dramas such as the signing of the Treaty of Waitangi, glorified but also critiqued as the defining moment of the relationship between Maori and Pakeha and of colonisation. / Whole document restricted, but available by request, use the feedback form to request access.