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Denna uppsats analyserar tal- och ljudboksadaption av en tryckt källtext som en form av intersemiotisk, intralingval översättning och jämför dess likheter med och skillnader från interlingval översättning, med ett särskilt fokus på grafisk och prosodisk rytm. Denna rytm – avgörande för den fysiska audiella uppfattningen av litteratur i skrift och tal – spelar en viktig roll i Virginia Woolfs fiktiva biografi Orlando, som med oortodox syntax och interpunktion gång på gång adderar friktion till berättelsens annars så blanka yta. Genom jämförelse mellan romanen i text och ljud, i originalets engelska och i översättning till svenska, analyseras en kort excerpt i detalj. Från en litteraturvetenskaplig, översättningsvetenskaplig och lingvistisk utgångspunkt visar uppsatsen på hur denna översättning mellan medier – liksom översättning i allmänhet –förändrar, lägger till och skapar nya lager av mening. Ur ett bredare perspektiv kan denna studie tjäna till att introducera ett nytt analysverktyg för det ständigt växande ljudboksmediet. / This essay analyzes talking book and audiobook adaptions of a printed source text as a type of intersemiotic, intralingual translation, examining its similarities with and differences to interlingual translation, with a particular focus on graphic and prosodic rhythm. This rhythm — integral to the physical, auditory perception of literature in text and audio — plays an important role in Virginia Woolf’s faux-biography Orlando, where unorthodox syntax and punctuation time and again add friction to the smooth surface of narration. Through comparison of text and audio of Orlando, in English as well as in translation into Swedish, a short excerpt is analyzed in detail. Building on a foundation of literary theory, translation theory and linguistics this essay indicates how audiobook adaption — much like translation in general — changes, adds to and creates new layers of meaning. At a broader level the study may serve to introduce a new tool for analysis of the ever-growing audiobook landscape.

No description available.

This study investigates two central research problems. These are: What are the healing practices of Aeta women? What are the implications of the healing practices of Aeta women in the academic discourse? This inquiry is important for the following reasons: (a) it focuses a reconsidered gaze and empirical lens on the healing practices of Aeta women healers as well as the lessons, insights and perspectives which may have been previously missed; (b) my research attempts not to be 'neutral' but instead be an exercise in participatory action research and as such hopefully brings a new space of decolonization by documenting Aeta women healers’ contributions in the political and academic arena; and (c) it is an original contribution to postcolonial, anti-colonial and Indigenous feminist theories particularly through its demonstration the utility of these theories in understanding the health of Indigenous peoples and global health. There are 12 Aeta women healers who participated in the Talking Circle. This study is significant in grounding both the theory and the methodology while comparatively evaluating claims calibrated against the benchmark of the actual narratives of Aeta women healers. These evaluations subsequently categorized my findings into three themes: namely, identity, agency and representation. This work is also important in illustrating the Indigenous communities’ commonalities on resistance, accommodation, evolution and devolution of social institutions and leadership through empirical example. The work also sheds light on how the members of our Circle and their communities’ experiences with outsider intrusion and imposed changes intentionally structured to dominate them as Indigenous people altered our participants and their communities. Though the reactions of the Aeta were and are unique in this adaptive process they join a growing comparative scholarly discussion on how contexts for colonization were the same or different. This thesis therefore joins a growing comparative educational literature on the contextual variations among global experiences with colonization. This is important since Indigenous Peoples' experiences are almost always portrayed as unique or “exotic”. I can now understand through comparison that many of the processes from military to pedagogical impositions bore striking similarities across various colonial, geographical and cultural locations.

Relata-se no texto uma situação de pesquisa-ação em Educação. Esta metodologia de pesquisa se caracteriza por uma sequência típica de ação-reflexão-ação, que envolve e implica a comunidade pesquisada. Trata-se da análise da intervenção pedagógica da autora em classes de 1ª série da Habilitação Magistério dentro do Projeto Centro Específico de Formação e Aperfeiçoamento do Magistério (CEFAM) do bairro Butantã, na cidade de São Paulo, lecionando a disciplina Física, de 1991 a 1997. Por fim, foi (re)contextualizada a situação investigada. Num primeiro momento, a ação da pesquisadora-professora dentro do processo ensino-aprendizagem, centrou-se na estruturação do conteúdo conceitual de Física, num esquema que começou a denominar o Laboratório do Cotidiano do estudante, caracterizado por promover a aprendizagem a partir de situações que lhe são familiares e é uma contribuição do presente estudo ao ensino de Física no Grau de Magistério. Os resultados das reflexões contínuas sobre as ações, engendrando novas ações em cadeia, mostraram, entretanto, que é impossível atingir uma receita para o Ensino de Física, provavelmente em qualquer grau de escolaridade, apenas estruturando o conteúdo, se se deseja que os estudantes criem uma visão epistemológica diferente para os conceitos físicos, se formem como sujeitos críticos, criativos, autônomos, porém cooperativos. Assim, é necessário atentar-se para a interação social dentro da sala de aula, envolvendo todos os seus componentes, promovendo as falas entre os alunos e entre o professor e os alunos, como também a escuta atenta das mesmas, sendo esta escuta a mais importante das posturas facilitadoras da aprendizagem. Num segundo momento, ficou, pois, claro que é necessário enfocar também o Laboratório do Cotidiano do professor, conceito cunhado nesta pesquisa, que é a própria sala de aula, nascendo da reflexão o planejamento dinâmico de aula, informado pela prática, continuamente modificado e dando origem a um planejamento anual, repensado e avaliado em um continuum, quanto aos objetivos a serem alcançados, quanto aos conteúdos conceituais e de postura. Por fim, também advoga-se a escuta atenta das instituições escolares, entre si e pelas estruturas hierarquicamente superiores, responsáveis pela Educação, em particular dentro do conjunto de Projetos CEFAM existentes, resgatando seu propósito inicial de formação rápida de docentes competentes para as primeiras séries do 1º Grau. / The present text refers to a action-research situation in Education. This research methodology is caracterized by a typical sequence of action-refletion-action, which involves and comprises the community being investigated. The object of analysis is the pedagogic intervention of the author within first grade physics classes of a Teacher Formation Project of intermediate level [Centro Específico de Formação e Aperfeiçoamento do Magistério (CEFAM)], in the district Butantã of the city of São Paulo, between 1991 and 1997. At a first moment, the action of de researcher-teacher, in the teaching-learning process, was centered on structuring the conceptual Physics content, within a scheme which the author started to call Everyday Laboratory. This Everyday Laboratory for the student is characterized by trying to promote student learning, taking as starting point situations which are familiar to them, and it is a contribution of the present study to Physics teaching at a intermediate level for future Elementary School Teachers. The results of reflecting continuously on the actions, generating new actions in a chain-like fashion, demonstrated, however, that it is impossible to attain a recipe for Physics teaching, probably at any schooling level, if the aim is for the students to create a different epistemological view of the Physics concepts, being then formed as critical, creative, autonomous, but cooperative subjects. Thus, it is necessary to pay attention to the social interaction within the class, involving all its components, promoting talks between students and between the teacher and the students, as well as an attentive hearing, of those, this being the most important facilitative attitude for learning. At a second moment, it became, therefore, clear that it is necessary to also focus on the Everyday Laboratory of the teacher, a concept born here, which is the proper class room, where a dynamic planning for classes emerges from reflection, informed by practice, it being continuously modified, giving origin to an annual planning, which also is continuously renewed and assessed, in view of the objectives to be attained, referring to conceptual and postural contents. Finally, an attentive hearing is also proposed for the schoolar institutions, among each other and by those which are hierarchically superior and responsible for Education, in particular within the set of existing CEFAM institutions, to rescue their primordial objective of rapid formation of competent teachers, for the very first grades of Elementary School.

This study investigates two central research problems. These are: What are the healing practices of Aeta women? What are the implications of the healing practices of Aeta women in the academic discourse? This inquiry is important for the following reasons: (a) it focuses a reconsidered gaze and empirical lens on the healing practices of Aeta women healers as well as the lessons, insights and perspectives which may have been previously missed; (b) my research attempts not to be 'neutral' but instead be an exercise in participatory action research and as such hopefully brings a new space of decolonization by documenting Aeta women healers’ contributions in the political and academic arena; and (c) it is an original contribution to postcolonial, anti-colonial and Indigenous feminist theories particularly through its demonstration the utility of these theories in understanding the health of Indigenous peoples and global health. There are 12 Aeta women healers who participated in the Talking Circle. This study is significant in grounding both the theory and the methodology while comparatively evaluating claims calibrated against the benchmark of the actual narratives of Aeta women healers. These evaluations subsequently categorized my findings into three themes: namely, identity, agency and representation. This work is also important in illustrating the Indigenous communities’ commonalities on resistance, accommodation, evolution and devolution of social institutions and leadership through empirical example. The work also sheds light on how the members of our Circle and their communities’ experiences with outsider intrusion and imposed changes intentionally structured to dominate them as Indigenous people altered our participants and their communities. Though the reactions of the Aeta were and are unique in this adaptive process they join a growing comparative scholarly discussion on how contexts for colonization were the same or different. This thesis therefore joins a growing comparative educational literature on the contextual variations among global experiences with colonization. This is important since Indigenous Peoples' experiences are almost always portrayed as unique or “exotic”. I can now understand through comparison that many of the processes from military to pedagogical impositions bore striking similarities across various colonial, geographical and cultural locations.

Relata-se no texto uma situação de pesquisa-ação em Educação. Esta metodologia de pesquisa se caracteriza por uma sequência típica de ação-reflexão-ação, que envolve e implica a comunidade pesquisada. Trata-se da análise da intervenção pedagógica da autora em classes de 1ª série da Habilitação Magistério dentro do Projeto Centro Específico de Formação e Aperfeiçoamento do Magistério (CEFAM) do bairro Butantã, na cidade de São Paulo, lecionando a disciplina Física, de 1991 a 1997. Por fim, foi (re)contextualizada a situação investigada. Num primeiro momento, a ação da pesquisadora-professora dentro do processo ensino-aprendizagem, centrou-se na estruturação do conteúdo conceitual de Física, num esquema que começou a denominar o Laboratório do Cotidiano do estudante, caracterizado por promover a aprendizagem a partir de situações que lhe são familiares e é uma contribuição do presente estudo ao ensino de Física no Grau de Magistério. Os resultados das reflexões contínuas sobre as ações, engendrando novas ações em cadeia, mostraram, entretanto, que é impossível atingir uma receita para o Ensino de Física, provavelmente em qualquer grau de escolaridade, apenas estruturando o conteúdo, se se deseja que os estudantes criem uma visão epistemológica diferente para os conceitos físicos, se formem como sujeitos críticos, criativos, autônomos, porém cooperativos. Assim, é necessário atentar-se para a interação social dentro da sala de aula, envolvendo todos os seus componentes, promovendo as falas entre os alunos e entre o professor e os alunos, como também a escuta atenta das mesmas, sendo esta escuta a mais importante das posturas facilitadoras da aprendizagem. Num segundo momento, ficou, pois, claro que é necessário enfocar também o Laboratório do Cotidiano do professor, conceito cunhado nesta pesquisa, que é a própria sala de aula, nascendo da reflexão o planejamento dinâmico de aula, informado pela prática, continuamente modificado e dando origem a um planejamento anual, repensado e avaliado em um continuum, quanto aos objetivos a serem alcançados, quanto aos conteúdos conceituais e de postura. Por fim, também advoga-se a escuta atenta das instituições escolares, entre si e pelas estruturas hierarquicamente superiores, responsáveis pela Educação, em particular dentro do conjunto de Projetos CEFAM existentes, resgatando seu propósito inicial de formação rápida de docentes competentes para as primeiras séries do 1º Grau. / The present text refers to a action-research situation in Education. This research methodology is caracterized by a typical sequence of action-refletion-action, which involves and comprises the community being investigated. The object of analysis is the pedagogic intervention of the author within first grade physics classes of a Teacher Formation Project of intermediate level [Centro Específico de Formação e Aperfeiçoamento do Magistério (CEFAM)], in the district Butantã of the city of São Paulo, between 1991 and 1997. At a first moment, the action of de researcher-teacher, in the teaching-learning process, was centered on structuring the conceptual Physics content, within a scheme which the author started to call Everyday Laboratory. This Everyday Laboratory for the student is characterized by trying to promote student learning, taking as starting point situations which are familiar to them, and it is a contribution of the present study to Physics teaching at a intermediate level for future Elementary School Teachers. The results of reflecting continuously on the actions, generating new actions in a chain-like fashion, demonstrated, however, that it is impossible to attain a recipe for Physics teaching, probably at any schooling level, if the aim is for the students to create a different epistemological view of the Physics concepts, being then formed as critical, creative, autonomous, but cooperative subjects. Thus, it is necessary to pay attention to the social interaction within the class, involving all its components, promoting talks between students and between the teacher and the students, as well as an attentive hearing, of those, this being the most important facilitative attitude for learning. At a second moment, it became, therefore, clear that it is necessary to also focus on the Everyday Laboratory of the teacher, a concept born here, which is the proper class room, where a dynamic planning for classes emerges from reflection, informed by practice, it being continuously modified, giving origin to an annual planning, which also is continuously renewed and assessed, in view of the objectives to be attained, referring to conceptual and postural contents. Finally, an attentive hearing is also proposed for the schoolar institutions, among each other and by those which are hierarchically superior and responsible for Education, in particular within the set of existing CEFAM institutions, to rescue their primordial objective of rapid formation of competent teachers, for the very first grades of Elementary School.

本論文所使用之研究方法為質化訪談和實況觀察。從而分析公共圖書 館面對弱勢族群之角色定位和策略以及舉辦讀書會需求。 圖書館也可以證明自身的價值，幫助弱勢族群充分使用資源提升 閱讀風氣。以下為本研究目的 : 1.瞭解視障者參與讀書會的動機。 2.瞭解視覺障礙者進行讀書會的方式。 3.瞭解圖書館協助視障者經營讀會的規劃與瓶頸，提升對於相 關弱勢族群的服務。 / The research methods used in this paper are qualitative interviews and observational Method. It analyzed the role and strategies of public library in the face of the underprivileged groups as well as the needs of disadvantaged groups organized the book club. The library can also prove its value. Helping the disadvantaged groups make full use of the library, which provide a friendly, and safe reading atmosphere. The following is the purpose of this study: 1. To understand the reading motivations of visually impaired. 2. To understand the reading patterns of visually impaired. 3. Understanding the library's business planning and bottlenecks in helping the visually impaired, and also, to enhance the library for the visually impaired related vulnerable groups of services.

Es presenta un esquema únic per a la síntesi i anàlisi audiovisual personalitzable realista de seqüències audiovisuals de cares parlants i seqüències visuals de llengua de signes en àmbit domèstic. En el primer cas, amb animació totalment sincronitzada a través d'una font de text o veu; en el segon, utilitzant la tècnica de lletrejar paraules mitjançant la ma. Les seves possibilitats de personalització faciliten la creació de seqüències audiovisuals per part d'usuaris no experts. Les aplicacions possibles d'aquest esquema de síntesis comprenen des de la creació de personatges virtuals realistes per interacció natural o vídeo jocs fins vídeo conferència des de molt baix ample de banda i telefonia visual per a les persones amb problemes d'oïda, passant per oferir ajuda a la pronunciació i la comunicació a aquest mateix col·lectiu. El sistema permet processar seqüències llargues amb un consum de recursos molt reduït, sobre tot, en el referent a l'emmagatzematge, gràcies al desenvolupament d'un nou procediment de càlcul incremental per a la descomposició en valors singulars amb actualització de la informació mitja. Aquest procediment es complementa amb altres tres: el decremental, el de partició i el de composició. / Se presenta un esquema único para la síntesis y análisis audiovisual personalizable realista de secuencias audiovisuales de caras parlantes y secuencias visuales de lengua de signos en entorno doméstico. En el primer caso, con animación totalmente sincronizada a través de una fuente de texto o voz; en el segundo, utilizando la técnica de deletreo de palabras mediante la mano. Sus posibilidades de personalización facilitan la creación de secuencias audiovisuales por parte de usuarios no expertos. Las aplicaciones posibles de este esquema de síntesis comprenden desde la creación de personajes virtuales realistas para interacción natural o vídeo juegos hasta vídeo conferencia de muy bajo ancho de banda y telefonía visual para las personas con problemas de oído, pasando por ofrecer ayuda en la pronunciación y la comunicación a este mismo colectivo. El sistema permite procesar secuencias largas con un consumo de recursos muy reducido gracias al desarrollo de un nuevo procedimiento de cálculo incremental para la descomposición en valores singulares con actualización de la información media. / A shared framework for realistic and personalizable audiovisual synthesis and analysis of audiovisual sequences of talking heads and visual sequences of sign language is presented in a domestic environment. The former has full synchronized animation using a text or auditory source of information; the latter consists in finger spelling. Their personalization capabilities ease the creation of audiovisual sequences by non expert users. The applications range from realistic virtual avatars for natural interaction or videogames to low bandwidth videoconference and visual telephony for the hard of hearing, including help to speech therapists. Long sequences can be processed with reduced resources, specially storing ones. This is allowed thanks to the proposed scheme for the incremental singular value decomposition with mean preservation. This scheme is complemented with another three: the decremental, the split and the composed ones.

In this thesis I outline the contribution Community-based theatre has made to New Zealand theatre. This involves a defining of theatre production as a material practice. Community-based theatre was a tendency from the 1930s, a promise of the left theatre movement and, I argue, was being searched for as a form of practice by the avant-garde, experimental practitioners of the 1970s. At the same time, early Māori theatre began as a Community-based practice before moving into the mainstream. With the arrival of neo-liberalism to Aotearoa in 1984, community groups and Community-based theatre could become official providers within the political system. This led to a flowering of practices, which I describe, together with the tensions that arise from being a part of that system. However, neo-liberalism introduced managerial practices into state contracting and patronage policy, which effectively denied this flowering the sustenance deserved. At the same time, these policies commodified mainstream theatre production. In conclusion, I argue that in the current situation of global crisis, Community-based theatre practice has a continuing role to play in giving voice to the multitude and by being a practice of the Common.