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La presente tesina aborda la temporalidad de Maldito amor y otros cuentos (1986) de Rosario Ferré desde la perspectiva de la narratología. Se estudian no solamente las paradojas o deslindes temporales y las anacronías, sino también las coincidenciasy no coincidencias espaciotemporales (llamadas también cronotopos). Los datos analizados muestran que los cuatro cuentos que componen la colección están basados en los hechos relatados y no en el tiempo cronológico. Esto explica que los datos temporales puedan ser eliminados sin que por ello la historia se vea alterada. / The following thesis addresses the temporality of Sweet Diamond Dust and Other Stories (1986) by Rosario Ferré from the perspective of narratology. Not only are temporal paradoxes or boundaries and anachronies studied, but also spatial-temporal coincidences and non-coincidences (also called chronotopes). The analyzed data shows that the four short stories that make up the collection are based on the events narrated and not on chronological time. This explains that the temporal data can be eliminated without altering the story.

[pt] Esta dissertação tem por objetivo analisar historicamente as modificações nas estruturas temporais no século XX, sobretudo a partir de 1945, com o fenômeno nuclear. Para isso, nos valemos aqui principalmente dos escritos do intelectual alemão Günther Anders (1902-1992), a partir de seu olhar crítico sobre a relação tênue entre o desenvolvimento científico e o aumento de poder destrutivo da máquina de guerra. Esta análise parte de uma afirmação, recorrente nos textos do autor: a de que teria ocorrido uma mudança irreversível nas perspectivas de futuro da humanidade após o surgimento e o uso das armas atômicas no século passado. Para Anders, o 6 de agosto de 1945, em Hiroshima, marca o início de uma Nova Era. Uma Era Atômica onde a possibilidade de auto-extinção da humanidade por meio das armas nucleares se comprova empiricamente. Pretende-se, portanto, investigar como o autor configura essa categoria de Era Atômica e como ela se relaciona com outras categorias de tempo presentes na historiografia sobre o período, buscando compreender com maior profundidade as novas configurações temporais que se apresentam após o fenômeno nuclear. / [en] This dissertation aims to historically analyze changes in temporal structures in the 20th century, especially from 1945 onwards, with the nuclear phenomenon. For this, we use here mainly the writings of the German intellectual Günther Anders (1902-1992), based on his critical look at the tenuous relationship between scientific development and the increase in the destructive power of the war machine. This analysis is based on a recurrent statement in the author s texts: that an irreversible change in humanity s future perspectives occurred after the emergence and use of atomic weapons in the last century. For Anders, August 6, 1945, in Hiroshima, marks the beginning of a New Era. An Atomic Age where the possibility of humanity s self-extinction through nuclear weapons is empirically proven. It is intended, therefore, to investigate how the author configures this category of Atomic Age and how it relates to other categories of time present in the historiography of the period, seeking to understand in greater depth the new temporal configurations that appear after the phenomenon nuclear.

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<p>“The Time of Politics and the Politics of Time: Exploring the Role of Temporality in British Constitutional Development during the Long Nineteenth Century,” studies the role of time in the development of Britain’s liberal democracy. Conceptually, it explores time both as a structure that the procedural framework of the British Parliament produced and as an historical perception that the technological culture of modernity constructed. In both cases, the study focuses on the constitutional significance of perceived fluctuations within the scarcity of political time as well as imagined changes in the pace and continuity of history. Methodologically, I use these conceptualizations of time in order to examine the intersection of four seemingly disparate political phenomena in Victorian and Edwardian Britain: namely, the perceived expansion of democracy, the instrumentalization of rationality in political culture, the devaluation of deliberative practices as forms of political action, and the rise of mass political dissatisfaction with the efficiency of Parliament.</p> / Doctor of Philosophy (PhD)

<p>This dissertation argues that social power relations in Canada are deeply tied to the cultural models of time that have been assumed and rejected throughout the country’s history, and that Canadian literature and other arts serve a vital function in both witnessing and questioning these relationships. I begin by tracing the competing temporal frameworks that have taken hold in Canada, from the Gregorian calendar, to “standard” clock time, to immigration policies that cause people who are considered undesirable to wait longer periods of time for legal status. I suggest that the profound consequences temporal structures have on social relations necessitate a sustained study of how Canadian cultural and literary productions engage with the idea of time. After outlining the contested temporalities that serve broadly as sites of power, I turn to Canadian novels, poems, plays, and visual art to explore the difficult negotiations between individual and social experiences of time. These texts reveal that while broad cultural temporalities indeed shape the measuring out of individual lives, this shaping process functions differently for different people. In particular, I examine how forms of temporal agency and disempowerment are closely linked to the categories of age, class, gender, sexuality, race, and indigeneity. Finally, I examine texts that question existing temporal structures and explore alternative temporalities. While normative temporality is often depicted as unyielding, stories about catastrophic social disruptions portray normative time as a makeshift apparatus always on the verge of collapse. Such stories indicate that while the construction of new, more just models of time is always possible, no temporal structure is free from the politics of social power relations.</p> / Doctor of Philosophy (PhD)

Στη διπλωματική εργασία προς παρουσίαση, πραγματευόμαστε ένα νέο είδος γραφημάτων, τα χρονικά γραφήματα, και διάφορες παραλλαγές τους. Ένα χρονικό γράφημα είναι μια διατεταγμενη τριάδα G={V,E,L}, όπου V ένα μη κενό πεπερασμένο σύνολο που καλείται σύνολο κορυφών, E ένα σύνολο m στοιχείων, καθένα από τα οποία είναι δισύνολο στοιχείων του V (καλείται σύνολο ακμών), και L= {L_e, για κάθε e στοιχείο του E} = {L_e_1, L_e_2, ..., L_e_m}, όπου L_e_i, i = 1,..., m, σύνολο θετικών ακεραίων τιμών που αντιστοιχίζονται στην ακμή e_i του συνόλου E (καλείται ανάθεση χρονικών ετικετών ή απλώς ανάθεση). Οι τιμές που αντιστοιχίζονται σε κάθε ακμή του γραφήματος καλούνται χρονικές ετικέτες της ακμής και δηλώνουν τις χρονικές στιγμές, κατά τις οποίες έχουμε τη δυνατότητα να τη διασχίσουμε (από το ένα της άκρο προς το άλλο). Για να αντιληφθεί κανείς το ενδιαφέρον των χρονικών γραφημάτων, μπορεί να σκεφτεί τη δυνατότητα εφαρμογής τους στην καθημερινότητα. Για παράδειγμα, οι χρονικές ετικέτες που ανατίθενται σε μία ακμή ενός κατευθυνόμενου χρονικού γραφήματος μπορούν να παραλληλιστούν με τις ώρες, στις οποίες γίνονται αναχωρήσεις αεροπλάνων από μία πόλη προς μια άλλη. Έτσι, η μελέτη των χρονικών γραφημάτων θα μπορούσε να συμβάλει στην οργάνωση των πτήσεων ενός αεροδρομίου. Ένα χρονικό μονοπάτι (ή «ταξίδι») σε ένα χρονικό γράφημα είναι ένα μονοπάτι, στις ακμές του οποίου μπορούμε να βρούμε αυστηρά αύξουσα σειρά χρονικών ετικετών. Στην εργασία, μεταξύ άλλων, γίνεται μελέτη της συνδετικότητας στα χρονικά γραφήματα, καθώς και κατασκευή και μελέτη αλγορίθμων εύρεσης χρονικών μονοπατιών («ταξιδίων») που φθάνουν το δυνατόν συντομότερα στον προορισμό τους (τελική κορυφή μονοπατιού). Επιπλέον, μελετώνται στατιστικά τα Χρονικά Γραφήματα, με επικέντρωση στο αναμενόμενο πλήθος χρονικών μονοπατιών σε ένα γράφημα, καθώς και στη Χρονική Διάμετρο ενός γραφήματος, όπως αυτή ορίζεται στην εργασία. / In the thesis, we are dealing with a new type of graphs,called Temporal Graphs, and several variants. A temporal graph is an ordered triplet G={V,E,L}, where V stands for a nonempty finite set (called set of vertices), E stands for a set of m elements, each of which are 2-element subsets of V (called set of edges), and L= {L_e, for all e in E} = {L_e_1, L_e_2, ..., L_e_m}, where L_e_i, i = 1, ..., m, is a set of positive integers mapped to edge e_i in E (called assignment of time labels or simply assignment). The values assigned to each edge of the graph are called time labels of the edge and indicate the times at which we can cross it (from one end to the other). In order to understand the interest of temporal graphs, one may think their applicability to everyday life. For example, the time labels assigned to an edge of a directed temporal graph can be paralleled to the flight departure times from one city to another. Therefore, the study of temporal graphs could contribute to the organization of flights at an airport. A temporal path (or «journey») in a temporal graph is a path, on the edges of which we can find strictly ascending time labels. In the thesis, among others, we study the connectivity of temporal graphs and we construct and study several algorithms that find temporal paths which arrive the soonest possible at their destination (final vertice of the path). Furthermore, we examine temporal graphs statistically, focusing on the expected number of temporal paths in a graph as well as in the Temporal Diameter of a graph, also defined in the thesis.

Avhandlingens syfte är att undersöka övergången från förskoleklass till årskurs ett och hur barn lär känna och skapar mening om vad skola och förskoleklass är. Detta görs genom att studera hur övergången från förskoleklass till årskurs ett markeras genom olika aktiviteter och de processer i vilka barn tillsammans med andra barn, lärare och kontext skapar mening kring övergången. Det empiriska materialet består i huvudsak av deltagande observationer och fältanteckningar från fältarbete men också av intervjuer med barnen. Övergången analyseras med hjälp av teoretiska perspektiv på tid, passageriter och socialisation. Analysen visar att förskoleklass och årskurs ett genom att markeras som åtskilda också konstrueras som olika. Analysen visar också att tid och temporal orientering är viktigt för hur övergången från förskoleklass till årskurs ett förstås. Olika tidsaspekter (dåtid, nutid och framtid) används av barn och lärare för att ge mening till övergången. Den tidsaspekt som är mest framträdande är framtiden. Den används för att förstå övergången men övergången förstärker också fokus på framtiden.  Övergången från förskoleklass till årskurs ett kan förstås utifrån ett övergångsschema med en separationsfas, en liminal fas och en fas av införlivande. Även förskoleklassen som sådan kan förstås som en liminal övergångsfas i övergången från förskola till skola. Övergången är en kollektiv process där barn tillsammans gör övergång. Samtidigt innehåller övergången individuella aspekter och avvikelser från vad som framstår som  normalövergången. Sådana avvikande erfarenheter bidrar till hur den kollektiva övergången konstrueras. I dessa socialisationsprocesser konstrueras mening i samspel mellan barn, lärare och skola. Att barn orienterar sig mot skolans temporala ordning och deltar i socialiserande aktiviteter innebär att de på olika sätt konstrueras som elever men också att de konstruerar skola och övergången från förskoleklass till årskurs ett. / The aim of the thesis is to explore one of the first transitions that Swedish school children encounter and how children get to know and make sense of the school system. The point of departure is to study what activities are undertaken to mark the transition from preschool class to first grade and the meaning-making processes in which children are involved. Ethnographic data from two Swedish school settings are used in the study. The material contains participant observations and field notes from different school settings, as well as ethnographic interviews with the children. The transition is analysed using theoretical perspectives on time together with concepts such as rites of passage and socialization. The analyses show that the preschool class and first grade are marked as different in several ways during the transition process. The analysis also show that time is important for the meaning ascribed to the transition. Different aspects of time (past, present and future) are used to do and make sense of the transition. Talk about the future and activities pointing at the future are used to understand transition, but transition also strengthens the focus on the future. The transition from preschool class to first grade can be understood as a phase of separation, a liminal phase and a period of incorporation. But the preschool class itself can also be understood as a liminal phase, a time in between preschool and school. It was found that transitions constitute a collective process through which children do transition together. At the same time, transitions can be understood as multiple, as children deviate from a normal transition. Such deviant experiences further add to how a “normal” transition is understood. In socialization processes, meanings are constructed in interactions between children, teachers and school. Children’s orientation to the temporal order of school and their participation in socializing activities contribute to the construction of children as students, but also to the construction of school and transition.