Dans cette thèse, nous proposons d’étudier l’ensemble de l’œuvre diaristique de Jean Cocteau. Le poète tient huit différents journaux personnels de 1928 jusqu’à sa mort en 1963 : Opium. Journal de désintoxication, Tour du monde en 80 jours, Journal 1942-1945, La Belle et la Bête. Journal d’un film, La Difficulté d’être, Maalesh. Journal d’une tournée de théâtre, Journal d’un inconnu et Le Passé défini. D’abord, nous présenterons la pratique du journal chez l’auteur et définirons l’approche qu’il a du genre. Il s’agit d’une part, de démontrer l’importance de cette activité pour le poète et, d’autre part, de relever l’originalité de cette forme d’écriture chez le diariste. Ensuite, nous nous attarderons sur deux éléments essentiels de sa conception du genre : la publication et la destination. Dans un premier temps, nous nous intéresserons au travail éditorial de l’écrivain, afin de comprendre comment il inscrit l’ensemble de ses journaux dans le champ de la production littéraire. Dans un deuxième temps, nous définirons le lecteur modèle du diariste et distinguerons les différentes stratégies de captation auxquelles recourt le poète. C’est à travers le regard du futur lecteur, qui s’oppose à celui du critique contemporain à Cocteau, que ce dernier aspire à immortaliser son âme démasquée. / In this thesis, we take on Jean Cocteau’s full body of diaristic work. The poet has eight different diaries to his name spanning from 1928 until his death in 1963 : Opium. Journal de désintoxication, Tour du monde en 80 jours, Journal 1942-1945, La Belle et la Bête. Journal d’un film, La Difficulté d’être, Maalesh. Journal d’une tournée de théâtre, Journal d’un inconnu and Le Passé défini.We will begin by presenting the author’s diaristic practice and defining his approach to the genre. The aim is to demonstrate this activity’s importance to the poet on the one hand, and reveal the diarist’s originality in this form of writing on the other.Then, we will focus on two essential elements in his conception of the genre: publication and readership. We will firstly attend to the writer’s editorial work in order to understand where he positions the sum of his diaries within the field of literature. Secondly, we will define the typical diary reader and identify the different harnessing strategies the poet resorts to. It is with an eye on the potential reader, who is in direct opposition with Cocteau’s contemporary critic, that the writer aspires to immortalize his unmasked soul.

The Affective PDF Reader is a PDF Reader combined with affect recognition systems. The aim of the project is to research a way to provide the reader of a PDF with real - time visual feedback while reading the text to influence the reading experience in a positive way. The visual feedback is given in accordance to analyzed emotional states of the person reading the text - this is done by capturing and interpreting affective information with a facial expression recognition system. Further enhancements would also include analysis of voice in the computation as well as gaze tracking software to be able to use the point of gaze when rendering the visualizations.The idea of the Affective PDF Reader mainly arose in admitting that the way we read text on computers, mostly with frozen and dozed off faces, is somehow an unsatisfactory state or moreover a lonesome process and a poor communication. This work is also inspired by the significant progress and efforts in recognizing emotional states from video and audio signals and the new possibilities that arise from.The prototype system was providing visualizations of footprints in different shapes and colours which were controlled by captured facial expressions to enrich the textual content with affective information. The experience showed that visual feedback controlled by utterances of facial expressions can bring another dimension to the reading experience if the visual feedback is done in a frugal and non intrusive way and it showed that the evolvement of the users can be enhanced.

La présente recherche s’inscrit au plan scientifique dans la réflexion contemporaine menée sur l’élève lecteur et ses modes d’appropriation et de reconfiguration du texte lu. L’objet de ce travail est de mettre en évidence les problèmes spécifiques à la réception du personnage en liant étroitement pédagogie de la lecture littéraire et compétences culturelles, affectives et sociales requises et développées chez le lecteur dans le contexte scolaire tunisien. Notre interrogation principale consiste à nous demander si les modes d’approche du texte axés sur un rapport d’identification au personnage favorisent la motivation à la lecture et contribuent par là même à l’élaboration du sens et à la construction identitaire des jeunes lecteurs. Les investigations menées sont centrées sur deux sujets privilégiés : le statut du personnage romanesque dans le contexte pré-universitaire et son rôle dans l’appropriation du phénomène littéraire au lycée. L’objectif étant d’illustrer comment les différentes émotions peuvent devenir d’importants alliés dans la construction du sens.Une fois posés le cadre conceptuel de la recherche relative au personnage et l’état des lieux des savoirs sur la réception des lycéens, la réflexion se développe à partir de l’exemple de la lecture de la trilogie de Yasmina Khadra. Il s’agit d’un exemple à partir duquel nous proposons des perspectives didactiques pour la construction d’une façon de lire, à la fois participative et analytique / This scientific research is part of contemporary thinking on the student-led drive and its modes of appropriation and reconfiguration of the text. The purpose of this paper is to highlight the specific problems at the reception of the character by closely linking teaching of reading literary and cultural skills, as well as emotional and social skills required and developed at the level of the reader in the Tunisian school context. Our main question is to ask whether the ways of approaching a text-based report identifying the character promote reading motivation and thus contribute to the development ofmeaning and identity construction of young readers. The investigations focus on two main issues: the status of the fictional character in the pre-university context and its role in the appropriation of the literary phenomenon in high school. The objective is to illustrate how different emotions can become important components in the construction of meaning.Once laid the conceptual framework of research on the character and the inventory of knowledge on the reception of students, thinking will develop from the example of reading the trilogy by Yasmina Khadra. This is an example from which we offer didactic opportunities to build a way of reading, both analytical and participatory

Certain approaches in the discipline Psychology, use the term narrative to describe how they work. Upon investigation one finds that the term narrative is seldom informed from Literary Theory, the background from which it originated. Instead, other disciplines that were also influenced by Literary Theory are invariably used as a means of cross fertilisation, e.g. the work of Geertz from an anthropologist background. Therapists make use of techniques described in the theories in an attempt to come to an understanding of the interactions in the therapy session. Some of the later theories emanating from Literary Theory appear to very useful for opening new ways of research in psychology, especially because some of them already come from an interdisciplinary background. This research attempts to identify useful theories and then apply them within a hermeneutical background in a therapeutical session. Theoretical work on ambiguity, recent research on foregrounding and defamiliarization and also the research in psychonarratology appear to be eminently useful for coming to a deeper understanding of the processes that take place in a therapeutic environment. It is thought that these theories could be of use because they have been 'tested' against the experiences of real readers reading texts. As novels differ from reports and washing lists, therapeutic settings differ from discussions. A novel is a cultivated variant of a report, and a therapeutic conversation is a cultivated version of a chat. These theories then, were applied to a real therapeutic session. The therapists who participated were interviewed on the session and on their reactions to certain 'readings' made by them during the session. The purpose of the interview was to obtain an understanding of their interpretation of what had happened during that session. The questions, reactions, observations and reflections of the session constitute the text of this research. The generated text was then reread from the perspective of each of the theories. The data was collected and interpreted. The interpretation focusses on the therapists 'reading' or understanding of the session and in the process, leads the therapists and researcher to further levels of understanding. In conclusion, it was found that the theories were indeed useful as they were able to point out how certain stylistics of language and situation in the therapeutic session had led to hermeneutic or interpretive processes and also how these processes were perceived or experienced on reflection by the therapists.

This study has examined reader reviews that focuses on the novel Fifty shades of Grey. Through discourse analysis and the theories of Magnus Persson and Judith Butler the study has answered the question about why the readers read romance and erotica from their own point of view. The study aims to add tot he librarians ”critical look” based in gender theory and criticaltheory about literary taste when it comes to making selection choices. This study shows that the readers mainly verifies Butler`s heterosexual matrix by appealing to a heteronormative discourse and Perssons explanations as to why women read romance, i.e in a way more focused on feelings opposed to the more male and academically coded intellectual perspective, although there are some exceptions, for example interpretations that allows for a more disruptive gender reading. There are also examples of readers who have a more distanced and intellectual reading.

Cette thèse se propose d'examiner la place occupée par la transtextualité biblique dans les discours romanesquesde Pierre Jean Jouve, et notamment les enjeux littéraires que cette omniprésence des Écritures engendre. Parcequ'elle est au fondement d'une religion dogmatique, mais aussi parce qu'elle se révéle être une oeuvre empreintede littérarité, la Bible constitue un texte fondamental, qui a particulièrement influencé l'homme comme l'écrivain.En témoigne l'usage qu'en fait le romancier poète, qu'il s'agisse de mettre en branle la notion de relecture ou cellede réécriture.Ainsi les thèmes de prédilection de l'auteur, qui rejoignent régulièrement ceux de la Bible, sont-ils étudiés selonun angle bien précis : parce que l'acte d'écriture lui permet à son tour de se faire créateur, Pierre Jean Jouvereprend, à son compte, des motifs et symboles du texte sacré, pour mieux les adapter à son monde romanesque.Les composants génériques témoignent également de cette volonté spécifique : la structuration des espaces,comme celle de la temporalité, se met au service d'un acte de création qui se veut mimétique de celui de Dieu.C'est pourtant à travers les personnages que la notion de transtextualité prend tout son sens et se déploye pourfaire de chaque roman un itinéraire spirituel mêlant découverte de soi, destruction et quête de salut.Les oeuvres se donnent à lire comme des écrits qui demandent méditation, réflexion et interprétation. La placelaissée au lecteur atteste de la grande liberté que Pierre Jean Jouve tend à accorder à ce dernier, même si l'écrituredes romans semble essentiellement et avant tout tournée vers la figure de l'auteur. L'acte de création devient lemoyen d'un développement personnel, artistique et religieux, dont l'ultime objectif demeure le rapprochementavec les sphères sacrées. / This thesis intends to investigate the place occupied by biblical transtextuality in Pierre Jean Jouve’s novelisticdiscourse, and in particular the literary issues that the omnipresence of the Scriptures entails. Because it is thefoundation of a dogmatic religion, and also because it proves to be a work with literary qualities, the Bible is afundamental text which particularly influenced both the man and the writer. As it is shown in the way the poetnovelist makes use of it, when stirring up either the notions of rereading or rewriting.So the author’s favourite themes, frequently closely akin to those of the Bible, are studied from a specific angle:because the act of writing allows him in his turn to become a creator, Pierre Jean Jouve takes up the motifs and thesymbols of the sacred text, in order to fit them to his novelistic universe. The generic components moreover showthis specific desire: the structuring of spaces, as well as that of temporality, serving an act of creation mimeticwith God’s. Nevertheless, it is through the characters that the notion of transtextuality makes sense and developsto turn each novel into a spiritual path combining self-discovery, destruction and quest for salvation.His works can be read as pieces of writing requiring meditation, reflection and interpretation. The place left to thereader attests to the great freedom Pierre Jean Jouve grants to the latter, even if the writing of his novels seems tobe essentially turned towards the author. The act of creation becomes a means of personal, artistic and religiousdevelopment, with the ultimate aim of getting closer to the sacred spheres.

This study analyzed the reader's relationship to the sounds embedded in a written text for the purpose of identifying those sounds' contribution to the reader's interpretation of that text. To achieve this objective, this study negotiated Heideggerian phenomenology, Freudian and Lacanian psychoanalysis, linguistics, and musicology into a reader response theory, which was then applied to Edgar Allen Poe's "The Raven." This study argues that the orchestration of sounds in "The Raven" forces its reader into a regression, which the reader then represses, only to carry the resulting sound-image // away from the poem as a psychic scar.

"Response to literature" is an educational notion which generally refers to an oral or written reaction to a non-expository published work such as a short story or poem. This historical analysis investigates conceptions of response to literature in research with adults and college students. The dissertation problem derives from an apparent shift in emphasis from the text towards the reader in research on response to literature (Purves, 1985). The underlying assumption of this suggestion is that there are historically predominant research conceptions. This dissertation documents these ideas with adult and college readers' responses to literature. The procedure was first to establish foundation conceptions of "response" and "literature" from theoretical considerations of these terms. Next, studies derived from major bibliographies were examined in order to determine the general emphasis based on the research purpose, literary work, and response task. Predominant research conceptions of both "response" and "literature" were delineated by decades, from the first cited study in 1912. Results of the analysis concerned conceptions of both "literature" and "response". First, research conceptions of "literature" generally focused on print, rather than oral performance. In addition, there was a general research move from the use of meaningless syllables and fragments of poetry (1910-39); through the use of a diversity of genres such as newspaper articles, comprehension test items, and novels (1940-69); to a contemporary focus on short stories and poems (1970-89). Second, research conceptions of "response" supported the suggestion of a general shift from conceptions which focused on textual elements such as rhythm, sounds of language and literary merit (1920-39); through those which focused on aspects of the reader such as personality changes, preferences and developmental differences (1940-69) ; to those which emphasized elements of response itself such as process, stance, and context (1970-89). Possible reasons for the shifts in emphasis were explored in relation to general societal conditions and the changing image of the college student. From an educational perspective, the observed changes suggest a move towards empowerment of the learner in the classroom. This trend corresponds to the increasing pedagogical emphasis on holism and collaboration / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

The main purpose of the diploma thesis is introducing the environment of electronic books and its technology. Development, the whole technical surrounding, and distribution channels used, books` sales are described in this diploma thesis as well . Practical part includes analyzes of situation on the Slovak market from customers` point of view.

The major advantages of radio frequency identification (RFID) technology over barcodes are that the RFID-tagged objects do not require to be in line-of-sight with the reader for their identification and multiple objects can be read simultaneously. But when multiple objects are read simultaneously there is always a problem of collision which reduces the efficiency of the system. This thesis presents a comprehensive study of the dynamic framed slotted ALOHA (DFSA)-based anti-collision multi-tag identification algorithms for passive RFID system. Performance of various DFSA algorithms is compared through extensive simulation results. In addition, a number of simple performance improvement techniques have also been investigated in this thesis, including improved estimation techniques for the number of tags in each read cycle and a low-complexity heuristic stopping criterion that can be easily implemented in the practical system.