Thesis (MFA)--Montana State University--Bozeman, 2008. / Typescript. Chairperson, Graduate Committee: Gesine Janzen.

Thesis (M.A.)--Carleton University, 2001. / Includes bibliographical references (p. 148-157). Also available in electronic format on the Internet.

Thesis (M.A.)--Oregon State University, 2008. / Printout. Includes bibliographical references (leaves 103-105). Also available on the World Wide Web.

Thesis (M.A.)--Youngstown State University, 2009. / Includes bibliographical references (leaves 63-65). Also available via the World Wide Web in PDF format.

Thesis (M.A.)--Bowling Green State University, 2009. / Document formatted into pages; contains vi, 72 p. Includes bibliographical references.

Thesis (M.A.)--University of North Carolina at Greensboro, 2005. / Title from PDF title page screen. Includes bibliographical references.

Thesis (M.A.) in English--University of Maine, 2004. / Includes vita. Includes bibliographical references (leaves 71-77).

Orientador: Alvaro Luiz Hattnher / Banca: Márcio Roberto do Prado / Banca: Giséle Manganelli Fernandes / Resumo: Desde os anos 2000 os filmes de super-herói alcançaram grande sucesso, tanto de crítica quanto de bilheteria, devido à sua dependência nas adaptações de histórias em quadrinhos. Maior exemplo desse sucesso é o Marvel Cinematic Universe [Universo Cinematográfico Marvel], obra do Marvel Studios, já na marca de vinte e três longas-metragens, que tem o mérito de ter conseguido adaptar para o cinema (com a adição de séries de TV, web series, novelizações, parques temáticos e histórias em quadrinhos) o universo compartilhado criado por Stan Lee nos quadrinhos da editora Marvel Comics nos anos 1960, além de ter criado uma nova forma de produzir adaptações. Essencial para o êxito desse universo compartilhado foi o engajamento da parcela do público leitora do material adaptado, e sua ideia sobre autenticidade e fidelidade a respeito dele. Esse envolvimento dos fãs, e sua subsequente aprovação das adaptações permitiu, também, o oferecimento de um método diferenciado e eficiente de marketing para o restante do público: o vigésimo-segundo filme lançado pelo estúdio, Vingadores: Ultimato (2019), penúltimo filme da série de filmes que ficou conhecida como Saga do Infinito, iniciada em 2008 com o lançamento de Homem de Ferro, se tornou a maior bilheteria de todos os tempos, levando às salas de cinema fãs de longa data dos quadrinhos adaptados, espectadores ocasionais e pessoas que nunca se interessaram pelo gênero super-herói, mas que foram conferir o que faz desses filmes algo tão... / Abstract: Since the 2000s, superhero films have achieved both critical and box office success due to their reliance on comic book adaptations. The greatest example of this success is Marvel Cinematic Universe, a work of Marvel Studios, with already twenty-three feature films, which has the merit of being able to adapt to the cinema (with the addition of TV series, web series, novelizations, theme parks, and comics) the shared universe created by Stan Lee in the Marvel Comics in the 1960s, and created a new way of producing adaptations. Essential to the triumph of this shared universe was the engagement of the portion of readers of the adapted material, and their idea of authenticity and fidelity about it. This fan involvement, and their subsequent approval of the adaptations, also allowed for a differentiated and efficient marketing method to be offered to the rest of the audience: the twenty-second film released by the studio, Avengers: Endgame (2019), the second-to-last movie in the movie series known as The Infinity Saga, which began in 2008 with the release of Iron Man, has become the biggest box office of all time, bringing to the theaters long-time fans of adapted comics, occasional viewers, and people who have never been interested in the superhero genre but who have been checking out what makes these movies so appealing. To better understand how this fan engagement with MCU adaptations has influenced not only the shared universe and its expansion, but the setting of ... / Mestre

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Many people assume that editorial cartoons are easily understood by the bulk of the population. For this reason, editorial cartoons are often used as teaching materials in the classroom. Recent research, however, raises doubts as to the effectiveness of this practice. Investigations by Bedient (1971) and DeSousa & Medhurst (1982) determined that the majority of students (grade 5 through college) could not interpret editorial cartoons. These investigators went on to suggest that a logical next step would be to determine if editorial cartoon literacy can be taught. The cognitive style of the participants was examined to determine if the different teaching strategies were differentially effective vis-a-vis field dependence and field independence. Two presentations (treatments) were designed to model methods of reading editorial cartoons. The Whole Cartoon Analysis presented 25 editorial cartoons along with a 100-200 word interpretation of each cartoon. The Parse Analysis Treatment was accomplished in three steps rather than the one for the Whole method. In step one, the whole cartoon is presented with a short gloss of the meaning. In step two all of the cartoon is visually suppressed except for one visual meaning element. This element of the cartoon is discussed and then the next element of the cartoon is added, and so on until the entire cartoon is back on the screen at which point the overall meaning is discussed. The dependent variable of the investigation was the two-part Editorial Cartoon Interpretation Task. Part A asked each participant to enumerate the symbols in the cartoon and define them as to meaning. Part B asked the participant to write a short thematic interpretation of the cartoon. A two-way Analysis of Variance on the data revealed no significant differences in either the main effects or the interaction. / Ed. D.