Made available in DSpace on 2016-08-10T11:07:29Z (GMT). No. of bitstreams: 1 LEILA MARIA ALVES DE LIMA.pdf: 446098 bytes, checksum: c312695137f3a2a13368d9117d2f5962 (MD5) Previous issue date: 2009-03-29 / To present dissertation it integrates a glance of the group of Yêda Schmaltz's poetry, writer goiana of having recognized path, in a reading that approaches the discursive and thematic formation of the construction of the imagery established schmaltziana starting from poetic dreams. The necessary theoretical fundamentação for the accomplishment of this work specifically based on Gaston Bachelard in his/her poetic of the dream. Tends in view the shortage of studies that you/they contributed with a new one to look on the deed schmaltziana that analysis became necessary and pertinent, since his/her critical fortune is quite reduced. In that way, the work is configured as being one of the possible glances on the text schmaltziano, without having the pretension of a vision totalizing / A presente dissertação integra um olhar do conjunto da poesia de Yêda Schmaltz, escritora goiana de reconhecida trajetória, numa leitura que aborda a formação discursiva e temática da construção da imagética schmaltziana estabelecida a partir de devaneios poéticos. A fundamentação teórica necessária para a realização deste trabalho baseou-se especificamente em Gaston Bachelard em sua poética do devaneio. Tendo em vista a escassez de estudos que contribuíssem com um novo olhar sobre a escritura schmaltziana essa análise tornou-se necessária e pertinente, já que sua fortuna crítica é bastante reduzida. Dessa forma, o trabalho configura-se como sendo um dos possíveis olhares sobre o texto schmaltziano, sem ter a pretensão de uma visão totalizadora.

Traducteur au pays des merveilles est une exploration de la traduction de L’écume des jours (1947) de Boris Vian. Les deux traductions du livre, Froth on the Daydream (1967) (Mood Indigo) de Stanley Chapman et Foam of the Daze (2003) de Brian Harper, font l’objet d’une comparaison portant sur les éléments propres à l’écriture de Vian. La première partie porte, de manière générale, sur les tendances des traducteurs et les critiques des textes traduits. La deuxième partie met l’accent sur les références culturelles et leurs traductions dans l’avant-propos et le premier chapitre. Ensuite, trois méthodes de création des néologismes (proposées par Jacques Bens) servent de point de départ à une exploration du langage « vianesque » dans la troisième partie. L’analyse de l’écriture de Boris Vian dans L’écume des jours ainsi que des méthodes des traducteurs, nous permet d’observer les effets de style émanant des trois textes. Traducteur au pays des merveilles explores the translation of Boris Vian’s L’écume des jours (1947). The two translations of the book, Froth on the Daydream (1967) (Mood Indigo) and Foam of the Daze (2003), are compared here in regards to particular elements of Vian’s writing. The first part examines in a general manner, the tendencies of the translators and the critique of the translated texts. The concentration of the second part is on the cultural references from the foreword and the first chapter as well as their translations. Three methods for creating neologisms (put forth by Jacques Bens) then serve as a starting point for the exploration of the “vianesque” language in the third part. By analysing Boris Vian’s writing in L’écume des jours as well as the methods of the translators, we are able to observe the stylistic effects that are produced by the three texts. / Graduate / 0290 / 0679 / angus.celine@gmail.com

The sites I visit turned into routines a long time ago. Everywhere someone has decided what should be there and what will not fit. I retreat into my daydreams, away from everyday life. A longing for something different, something wonderful. I decided to go where I've never been, searching for something unknown. Sometimes the escape and search is similar, and with the same goal. This is a story about a journey to a new place, which is familiar in more ways than one. It's about everything that is designated, but by whom and for whom? About possibilities, to see what the world could be, potential, dreams and hope. The project aims to implement a fantasy, and show a different reality. I found a place on the border between urban buildings and vast nature. An end, a beginning and a passage. There is a tree, a symbol of knowledge and vegetation, a premonition of what's coming. The closest we come to untouched nature begins on the other side of the slope. But here, where I stand, everything is decided. I understand that my world is synthetic. My project is a site-specific design in Akalla, where I created a tree wig and a stone landscape.

Du collège d'Ancien Régime tel qu'il est reconsidéré dans le Traité des études de Charles Rollin en 1726 à l'éducation familiale consentie aux enfants d'Almane dans Adèle et Théodore (1782) de Stéphanie de Genlis en passant par l'anthropologie éducative, Émile ou de l’Éducation (1762) de Rousseau et l'institution princière du Cours d'étude (1776) selon Condillac, les écrits d'éducation du XVIIIe siècle semblent avoir réservé une part importante à la relation éducative. De fait, le rapport établi entre maître et disciple pose question dans un monde en pleine effervescence intellectuelle où l'idée de perfectibilité humaine s'empare des esprits. Le corpus établi forme un ensemble de modalités éducatives variées, oscillant entre éducation domestique et éducation publique puis entre vision idéale et représentation d’une certaine réalité dans une société qui manifeste un intérêt renouvelé pour le monde de l'enfance et de la famille. Ainsi, on cherche à comprendre la qualité et la nature du lien établi entre maître et disciple et à inscrire sa conception dans les champs des savoirs et de leur transmission. On tente avant tout d'examiner comment s'édifie la pensée pédagogique au cours du XVIIIe siècle. La réflexion, souvent conduite par des lettrés extérieurs au monde éducatif, se fonde sur des aspirations et valeurs généralement controversées, tantôt nouvelles tantôt tirant leur légitimité d'un héritage ancien christianisé. Puis est abordé le contrat éducatif du collège noué dans la relation éducative selon Charles Rollin. Le discours pédagogique du Traité des études évoque les idées de reconnaissance et d’élévation du maître dans le respect du caractère et de l'authenticité de l'élève. Se dévoile alors un lien d’âme nourri de pouvoir et d'affection, proche du concept de filiation. Suit une étude de la relation éducative dans les variables du préceptorat. Si Rousseau entend conduire Émile à l'état d'homme dans une rêverie prométhéenne où dominent l'être et la reconnaissance de l'altérité, Condillac rejette toute immédiateté éducative pour Ferdinand de Parme. Cette relation éducative, conçue au nom de l'idéal pédagogique des Lumières, pour former un prince éclairé, interdit la rencontre humaine du gouverneur et de son disciple. Enfin, follement éprise de l'idée d'éducation, Genlis met en lumière toute l'ambivalence du lien éducatif confiné au microcosme familial. Là rien n'est jamais laissé au hasard et la passion d'éduquer consume l'individu en devenir. Les différentes formes de relations éducatives qui apparaissent dans les écrits de Rollin, Rousseau, Condillac et Genlis font poindre l'idée neuve, dès le XVIIIe siècle, qu'est nécessaire une liaison particulière entre maître et élève pour que s'épanouisse toute situation d’éducation. / 18th century writing on education seems to give an important place to the relationship between master and pupil.This is first seen in the way the Ancien Regime school is discussed in 1726 in Charles Rollin’s Traité des études, also in the educational anthropology in Rousseau’s Émile ou de l’Éducation (1762) and the royal institution in Condillac’s Cours d’étude (1776) ; and finally in the upbringing, home education Alman’s children receive in Stéphanie de Genlis’ Adèle et Théodore (1782). Indeed, the relationship between master and pupil raises several questions at this time of intellectual ferment, when minds were filled with ideas of man’s perfectibility. Our corpus brings together various educational modalities, shifting between home education and public education, and between an idealized vision and the representation of a social reality with people taking a new interest in childhood and the family. So we have striven to grasp the quality and the nature of the bond between master and pupil, and to see how knowledge is gained and transmitted in this relationship. First, we attempt to examine how educational thinking develops in the 18th century. It is often scholars who do not belong to the world of education who are involved in this thinking, which is based on generally controversial aspirations and values, some of which are new, and some of which stem from an old Christian heritage. The next aspect tackled is the way Charles Rollin sees the educational relationship in the school educational contract. The approach to education discussed in Traité des études puts forward the idea that a master gains recognition and grandeur in respecting his pupil’s authentic character. In this instance, a spiritual bond is apparent, which is nurtured by affection and power and is thus close to the concept of filiation. Then we study the educational relationship in the light of the variable forms of tutorship. Rousseau intends to lead Emile to manhood in a Promethean daydream in which the human being and the recognition of otherness are dominant. On the other hand, Condillac rejects any idea of educational immediacy for Ferdinand de Parme. For him, if a prince is to be well-educated in accordance with the educational ideal of the Enlightenment, there should be no human dimension in the encounter between master and pupil. Finally, Genlis, who is so passionate about education, brings out the ambivalence present when the educational relationship is confined within the family unit. Here, nothing happens by chance, and the passion to educate prevents the pupil from growing and becoming an individual in his own right. In the 18th century, the different forms of educational relationship found in the writings of Rollin, Rousseau, Condillac and Genlis lead to a new idea emerging : a special bond is necessary between master and pupil for an educational situation to bear fruit.

Creating immersive experiences for virtual reality (VR) presents new design opportunities and challenges that do not appear when creating experiences on a screen. Creating prototypes and exploring concepts in VR is today limited to professionals with previous knowledge in 3D application development, and testing 3D experiences requires the usage of an Head-Mounted Display (HMD), which forces professionals to switch medium from the computer to an HMD. With new advances in this field, there have to be new solutions to these challenges. The goal of this thesis is to explore how VR technology can be utilized in the experience design process for VR. This is achieved through a literature study and conducting expert interviews, followed by a hardware evaluation of different HMDs and concept creation using rapid prototyping. From the interviews, a number of issues could be identified that correlates with the research from the literature study. Based on these findings, two phases were identified as suitable for further improvements; Concept prototyping and testing/tweaking of a created experience. Lo-fi and hi-fi prototypes of a virtual design tool were developed for HTC Vive and Google Daydream, which were selected based on the hardware evaluation. The prototypes are designed and developed, then tested using a Wizard of Oz approach. The purpose of the prototypes is to solve some of the issues when designing immersive experiences for HMDs in the suitable experience design phases that were identified by analyzing the interview results. An interactive testing suite for HTC Vive was developed for testing and evaluation of the final prototype, to verify the validity of the concept. Using Virtual Reality as a medium for designing virtual experiences is a promising way of solving current issues within this technological field that are identified in this thesis. Tools for object creation and manipulation will aid professionals when exploring new concepts as well as editing and testing existing immersive experiences. Furthermore, using a Wizard of Oz approach to test VR prototypes significantly improves the prototype quality without compromising the user experience in this medium.