Published also as Thesis (Ph. D.)--Columbia University.

Thesis (Ed. D.)--Lehigh University, 2006. / Includes vita. Includes bibliographical references (leaves 134-149).

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The romance is essentially an account of the lives and adventures of two knight-errants, Ysaie le Triste, and his son, Marcq l'Essilliet. In many instances, the author has been content to reproduce conventional Arthurian adventure motifs. His knights set forth on perilous quests, participate in numerous tournaments, and are occasionally permitted to enter the realm of the Fairies which lies on the fringe of their own Arthurian world. By the end of the romance, both knights have won the love of fair princesses. The author has also included in his story the biography of a hideous dwarf-character, named Troncq, who accompanies each of the knights on his quests and acts as his valet. He has permitted this strange character to play the principal role in the numerous comic episodes with which he has interspersed his narrative. The dwarf's role is, in fact, as lengthy as that of either of his masters. Nevertheless, it is only towards the end of the story that the author reveals his true identity. He is a supernatural being who has been obliged by a curse to appear on earth in a grotesque form, so that he might seek there a mortal hero capable of accomplishing various difficult tasks on his behalf. When the knight, Marcq, eventually proves himself equal to these tasks, Troncq experiences metamorphosis and regains his former beauty. The story then concludes with a description of his triumphant return to Fairyland. That the author should have permitted a hideous dwarf-valet to play such an important role in his tale of chivalry represents a drastic departure from Arthurian tradition. A survey of the dwarfs who appear in other romances reveals that they are almost invariably supernumerary characters. It is possible, however, that the author of this romance has given to the role of his dwarf a significance which is not immediately apparent to the modern reader. A study of Troncq's role reveals that his creator was a master of the difficult art of fusing together themes borrowed from very diverse sources. Troncq resembles other Arthurian dwarfs in so far as he is ugly, and plays the humble role of valet. But his true literary counterparts are not to be found in romance, but rather in certain Celtic folklore tales. Like Ysaie le Triste, these tales relate the experiences of supernatural creatures who have been obliged to appear on earth in the form of grotesque dwarfs. Unfortunately, it has not been possible to determine whether the author of the romance borrowed the theme of the ugly dwarf from the Celtic storytellers or whether they were indebted to him for it. For his description of Troncq's experiences on earth, the author has drawn upon his own observation of everyday reality; he has modelled his character after the dwarf-entertainers who are known to have frequented various medieval courts. Interestingly enough, a study of these dwarf-fools reveals that theirs was, in the eyes of their contemporaries, the most degrading function that a man could possibly exercise in society. The significance of Troncq's role is therefore quite obvious. He is a caricature of the human condition. He is a creature of supernatural origin, just as Everyman is a child of God; and the curse which has obliged him to live in exile on earth is symbolic of the mark of Original Sin which Everyman has borne since the Fall. As for his assumption of the humiliating role of entertainer, it represents the state of degradation that all men must endure while they earn their redemption. Troncq's biography and the romance of Ysaie le Triste end upon a note of optimism. The dwarf's triumphant return to the land of the Fairies is obviously intended to symbolize the happy lot awaiting all good Christians on the Day of Judgement. / Arts, Faculty of / French, Hispanic, and Italian Studies, Department of / Graduate

The novella, The Girl Disappeared, focuses on the life of Emalia, a street kid from Mexico. She is taken from the streets of Veracruz and forced into a life of prostitution on the fictitious island of La Isla de Santa Flora. The primary conflict that drives the action of the story is her pending choice between escaping her life of slavery and saving another young woman who is on the verge of being forced into a life of prostitution as well. The novella, as a literary piece, dwells on the question of character agency and explores the multilayered nature of code switching. Language for these women becomes a tool in their struggle against their captives and a means of self-preservation, or sanctuary, as they use their growing bilingualism to foment a limited agency, to act in their own defense.

The Platonic ontology and the participation scheme have been 'dissected' and reformulated by many scholars. The specific elements and dynamics of 'participation' have been continuing subjects of controversy in Platonic studies. This project is not intended to ratify Plato's doctrine of participation in order that it be 'corrected' . Rather, the thesis focuses on the examination of the details of the ontoloqy which Plato provides in the dialogues themselves. As he was developing the Theory of Forms and the relationships between the primary ontological entities, he recognized certain inconsistencies that spurred him on to readjust the theory. It is in the spirit of discovering the true elements of the reformed participation story that this thesis was developed. In a study of two dissenting interpretations of Plato's ontolgoy (the bipartite and tripartite interpretations), the tripartite ontology offers solutions to some of the more significant problems arising from the bipartite interpretation. The tripartite incorporation of an immanent character, along with the textual evidence supporting this interpretation, are integral to the proper elucidation of Plato's ratified participation story. Beyond unfolding Plato's immanent character it is important to understand the nature of this distinct (though not separate) entity, and the role it performs in the later ontology. It is with the desire to present the textual support for, and details of, the immanent character that this thesis diverges from traditional Plato scholarship. / Thesis / Master of Arts (MA)

The Platonic ontology and the participation scheme have been 'dissected' and reformulated by many scholars. The specific elements and dynamics of 'participation' have been continuing subjects of controversy in Platonic studies. This project is not intended to ratify Plato's doctrine of participation in order that it be 'corrected' . Rather, the thesis focuses on the examination of the details of the ontoloqy which Plato provides in the dialogues themselves. As he was developing the Theory of Forms and the relationships between the primary ontological entities, he recognized certain inconsistencies that spurred him on to readjust the theory. It is in the spirit of discovering the true elements of the reformed participation story that this thesis was developed. In a study of two dissenting interpretations of Plato's ontolgoy (the bipartite and tripartite interpretations), the tripartite ontology offers solutions to some of the more significant problems arising from the bipartite interpretation. The tripartite incorporation of an immanent character, along with the textual evidence supporting this interpretation, are integral to the proper elucidation of Plato's ratified participation story. Beyond unfolding Plato's immanent character it is important to understand the nature of this distinct (though not separate) entity, and the role it performs in the later ontology. It is with the desire to present the textual support for, and details of, the immanent character that this thesis diverges from traditional Plato scholarship. / Thesis / Master of Arts (MA)

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Postmodernism is a complex concept to grasp, and although artists frequently create postmodernist work, a cognitive approach to it is difficult. This study is therefore unique in its aim to support creative writers in the formation (creation and representation) of postmodernist characters. Thus, this study contributes to the theory of creative writing, within the current zeitgeist and associated writing styles. A zeitgeist is the collective universal subconscious of the world within a specific epoch and is recognisable in the identity of the people that live during that zeitgeist, as well as in the art of the time. Postmodernism, as the contemporary zeitgeist, implies a postmodernist identity (or identities), which can creatively be represented in the artwork (literary text - prose). Through an integrated threefold study of Postmodernism (and postmodernist identity), "character" as covered in literary theory and the "creation and representation" of character as covered in the theory of creative writing, a paradigm is postulated to support the creative writer in the creation and representation of postmodernist characters. The paradigm manages postmodernist characters within three overlapping categories that approach characters as (1) icons that represent postmodernist people, as (2) literary motives that illustrate postmodernist themes and, as (3) containers of postmodernist discourses. Such a paradigm is not to be considered a model or recipe, but is instead to be viewed as an angle of approaching postmodernist characters and as a launch pad from where the creative writer must further rely on his or her own creativity, talent and dexterity. The paradigm therefore keeps in mind both the limitlessness of Postmodernism and the dynamism of the creative process. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2006

The focus of this study is to suggest guidelines for the implementation of a character education program in high schools. It has become clearly evident, from the literature that character education is of cardinal importance for instruction and education. The breakdown of values in South Africa is leading to an increase in crime in the country, which will have far-reaching consequences if learner crime is not addressed. Character education could offer a possible solution and make learners realise the difference between "right" and "wrong" as well as to say "no" to drugs, alcohol, sex, gangs and other social problems. A literature study was done to highlight the nature and scope of behaviour problems in overseas schools as well as South African schools. There was also looked at the impact of violence on the culture of instruction and learning as well as the external and internal factors that can play a role in violence within schools. Furthermore, the concept of character education was investigated as well as character education as possible solution to behavioural problems in high schools. There was also looked at whether character education does indeed produce positive results. Different character education programs that have already been implemented successfully abroad were investigated. Smart & Good High Schools seem suitable for the South African situation and could easily be adapted to the circumstances of individual schools. This program ascribes to the view that the best high schools have two main objectives in common, namely: to help learners to become smart - in the multi-dimensional sense of intelligence - and to help them become good - in the multi-dimensional sense of moral maturity. It is, therefore, about excellence and ethics. Lickona and Davidson (2005) mention schools that are committed to both these objectives, Smart & Good High Schools. Guidelines for the implementation of a character education program arose from discussing the program. In order to determine in what areas character education are needed with learners; how parents evaluate the character education of the learners of the school; what teachers are presently doing to promote character education; and how the learners' values changed within the scope of six months, questionnaire surveys were used. Questionnaires were given to learners wherein they had to judge their own values and that of their fellow learners. Questionnaires were given to parents asking their opinions on the values currently displayed by learners of the relevant school; what parents would like see with the learners; the character traits of the learners; and which traits the school should promote. Questionnaires were also distributed to the teachers of the school to determine to what extent particular promising practices are being pursued to promote character education with learners. A test sample of Grade 8 to 12 learners also filled out a revised questionnaire to determine to what extent these practices were indeed being applied in the classroom. The primary objective of the survey was to determine the character education practices of a particular high school in the North-West Province and to suggest guidelines for the implementation of a character education program. The empirical survey aided in achieving this objective. Findings of some concern, within the scope of six months, related to the general deterioration in the behaviour/habits of the learners at the school, inter alia the number of learners who smoke, drink, are aware of those who use drugs as well an increase in learners who tested positive for HIV/AIDS. In addition, almost half the learners indicated that they find it difficult to say "no" to negative peer pressure. It has been concluded that character education in schools offer a definite solution and that such a program can be integrated effectively into the existing curriculum. / Thesis (Ph.D. (Education))--North-West University, Potchefstroom Campus, 2008.