Η παρούσα εργασία επικεντρώνει το ενδιαφέρον της στην προσέγγιση των ποιημάτων, τα οποία περιέχονται στα Κείμενα Νεοελληνικής Λογοτεχνίας της Α΄ τάξης του Γυμνασίου. Η προσέγγιση αυτή επιχειρείται σύμφωνα με τη «ρητορική εκδοχή» της Αναγνωστικής Θεωρίας, τη βάση της οποίας συγκροτούν οι θεωρίες των: Roman Jakobson, Paul de Man και Wayne Booth. Η βασική μας υπόθεση ότι η όλη προσέγγιση των ποιημάτων για την Α΄ τάξη του Γυμνασίου διέπεται και από τη «ρητορική εκδοχή», όχι μόνο από την «ερμηνευτική» που αναφέρει το Διαθεματικό Ενιαίο Πλαίσιο Προγράμματος Σπουδών (2002), επιβεβαιώθηκε. Από την ανάλυση του υλικού μας, το οποίο περιλαμβάνει δεκαεννέα (19) ποιήματα, προέκυψαν ορισμένα ενδιαφέροντα ευρήματα. Πιο συγκεκριμένα, η μελέτη μας εντόπισε ότι στα ποιήματα της Α΄ τάξης του Γυμνασίου υπάρχουν αρκετοί ρητορικοί τρόποι, όπως, η μετωνυμία, η προσωποποίηση, η ρητορική ερώτηση, το σύμβολο, η αλληγορία, η ειρωνεία, με κυρίαρχη, ωστόσο, τη μεταφορά. Επίσης, στα ποιήματα καταγράφηκαν οι έννοιες του υπονοούμενου συγγραφέα και του υπονοούμενου αναγνώστη, ενώ αρκετές από τις ερωτήσεις/εργασίες που συνοδεύουν κάθε ποίημα στο σχολικό βιβλίο παραπέμπουν σε μεγάλο βαθμό στις θεωρητικές θέσεις των τριών βασικών εκπροσώπων της «ρητορικής εκδοχής» της Αναγνωστικής Θεωρίας. Το κύριο συμπέρασμά μας είναι ότι η διδασκαλία της Λογοτεχνίας στη Δευτεροβάθμια Εκπαίδευση, συγκεκριμένα στην Α΄ τάξη του Γυμνασίου, αξιοποιεί εκτός από την «ερμηνευτική εκδοχή» και τη «ρητορική εκδοχή» της Αναγνωστικής Θεωρίας, εφόσον στηρίζεται και χρησιμοποιεί αρκετές από τις θέσεις, τους όρους και τις έννοιες που συναντούμε στις θεωρίες των βασικών εκπροσώπων της «ρητορικής εκδοχής». Η διαπίστωση αυτή μπορεί να διευρύνει και να εμπλουτίσει ουσιαστικά τις διδακτικές προσεγγίσεις της Λογοτεχνίας στη Δευτεροβάθμια Εκπαίδευση. / This paper focuses on the approach of the poems contained in the Texts of Modern Greek Literature, the A΄ class of the Gymnasium. This approach was attempted in accordance with the «rhetoric version» of Reader-Response Theory, the basis of which, is formed by theories of: Roman Jakobson, Paul de Man and Wayne Booth. Our basic assumption that the whole approach of the poems for the first grade of the High school is governed by the «rhetoric version», not only by the «hermeneutic», as described by the Curriculum (2002), confirmed. From the analysis of the material employed, which includes nineteen (19) poems, there are some interesting findings. More specifically, our study found that the poems of A΄ class of high school there are several rhetorical modes, such as metonymy, personification, rhetorical question, symbol, allegory, irony, principal, however, the metaphor. Also, the poems were recorded concepts of implied author and implied reader, while several of the questions/ tasks that accompany each poem in the text book refer largely to the theoretical positions of the three main representatives of the «rhetoric version» of Reader-Response Theory. The main conclusion is that the teaching of Literature in Secondary School, specifically in the first grade of high school, utilizes the «rhetorical version» of Reader-Response Theory, apart from the «hermeneutic» one, since it is based on and uses many of the views, terms and concepts encountered in the theories of fundamentals representatives of the «rhetorical version». This finding can broaden and enrich substantially the teaching approaches of Literature in Secondary Education.

Thesis (MPhil)--University of Stellenbosch, 2003. / ENGLISH ABSTRACT: The purpose of the study was to investigate the controlled transfer of meaning that could be facilitated by the application of knowledge of sense-making theory. An object of communication, an advertisement, was consciously constructed on the basis of sense-making principles. An application of knowledge of sense making was then employed to assess the reception of the advertisement by a selected sample of respondents. The decision to select advertising as the choice of medium for the study stemmed from the increasing levels of criticism directed at this form of communication as a result of its frequent failure to deliver intended benefits for its sponsors. The intended benefits relate to the transfer of meaning that would prompt recipients of advertising messages to take an action that would be of value to the advertiser. More specific criticisms have centred on the failure of a growing number of advertising messages to deliver meaningful benefits as a result of their lack of relevance for the intended recipients of these communications. A call for a shift in mind-set away from traditional linear models currently employed to facilitate the design of advertising messages has prompted a growing recognition of the need to employ a more empathetic approach that would facilitate a positive interaction between an advertiser and a target audience. The emergence of what has been termed experiential marketing communications has advocated a view that advertising communications can promote stronger allegiances between organisations and their customers by the inclusion of meaningful sensory associations for recipients. This view, together with the insights revealed by those working in the field of sense making, suggested that the incorporation of sense-making theory could well accommodate the paradigm shift that has been called for in the design of advertising communications. The views and insights outlined above prompted the development of an advertisement that sought to incorporate sense-making theory into its construction. The requirement to allow for the transfer of intended meaning in the advertisement was facilitated by incorporating frames and cues, the design of which sought to assist in the resolution of equivocality and enable respondents to bridge cognitive gaps. The investigation took the form of an exploratory case study. The advertisement, constructed on the basis of sense-making theory, represented the control element of the study. In-depth interviews were conducted amongst grade 12 learners selected on the basis of their matching the target audience for which the advertisement had been designed. The semi-structured nature of the interviews followed a format that allowed for a comparison to be made between the intended input of meaning and the decoding of responses relating to the advertisement. Results indicated that there was a transfer of intended meanings incorporated into the advertisement as indicated in the decoded responses of respondents. These positive findings tend to indicate that a conscious application of sense-making theory to the construction of advertising messages could enhance their effectiveness. / AFRIKAANSE OPSOMMING: Die doel van hierdie studie was om die beheerde oordrag van betekenis, gefassiliteer deur die bepassing van kennis van die “sense-making” teorie, te ondersoek. ‘n Voorwerp van kommunikasie, ‘n advertensie, is doelbewus geskep op grond van die beginsels van die “sense-making” teorie. ‘n Toepassing van kennis van dié teorie is aangewend om die impak van die advertensie op ‘n steekproef van reagente te assesseer. Weens die voortdurende mislukking van die advertensie medium om beplande voordele aan die borge te lewer, styg vlakke van kritiek gerig tot hierdie medium. Juis hierdie statistiek het die besluit om die advertensie medium as voorwerp van studie te gebruik, laat ontwikkel. Die beplande voordele vir die borge hou direk verband met die oordrag van die betekenis wat die ontvanger van die advertensie boodskap sal aanpar om op te tree, en sodoende tot voordeel van die adverteerder sal strek. Kritiek is spesifiek gerig op die mislukking van al hoe meer advertensies wat nie betekenisvolle voordele lewer nie as gevolg van die irrelevansie van die vorm van kommunikasie vir die ontvanger. Die herkenning van die groeiende behoefde het ‘n beroep gemaak om ‘n paradigma skuif te maak, weg van die huidige, tradisionele, linêre model wat die ontwerp van advertensie boodskappe fassiliteer. Hierdie behoefte is om ‘n meer empatiese benadering in te stel, wat ‘n positiewe interaksie tussen die adverteerder en teiken gehoor sal fassiliteer. Die ontstaan van die sogenaamde “experietial marketing communications” het voorgestel dat die advertensie medium sterker getrouheid tussen organisasies en hul klante kan adverteer. Hierdie oogpunt, saam met die insig van dié gene wat in die veld van “sense making” werk, stel voor dat die inkorporasie van die “sense-making” teorie, wel die paradigma skuif, beroep op die ontwerp van die advertensie, kan akkommodeer. Dit het die ontwikkeling van ‘n advertensie met die “sense-making” teorie in sy konstruksie geïnkorporeer, aangewaldeer. Die vereiste om die oordrag van die beplande betekenis van ‘n advertensie te bewerkstellig, is gefassiliteer deur sketse en aanwysings te inkorporeer. Hierdie sketse en aanwysings is ontwerp om die voorkoming/oplossing van dubbelsinnigheid te ondersteun en om reagente te help om kognitiewe gapings te oorbrug. Die ondersoek het die vorm van ‘n ontdekkings gevallestudie aangeneem. Die advertensie, gebaseer op die “sense-making” teorie, het die kontrole element van die studie verteenwoordig. Onderhoude is indiepte gevoer met graad 12 leerders wat gekeur is op grond van die feit dat hulle in die teikengroep van die ontwerpte advertensie val. Die semigestruktureerde aard van die onderhoude het toegelaat dat die voorafbeplande blootstelling aan die betekenis vergelyk word met die dekodering van die terugvoering in verband met die advertensie. Resultate het gewys dat daar wel ‘n oordrag van die beplande, geïnkorporeerde betekenis in die advertensie plaas gevind het, wat bewys is in as ‘n dekodeerde reaksie van die reagent. Hierdie positiewe bevindings neig om te bewys dat ‘n bewuste aanwending van die “sensemaking” teorie tot die konstruksie van die advertensie wese die effektiewiteit van boodskappe verbeter.

Made available in DSpace on 2014-06-11T19:26:52Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-12-21Bitstream added on 2014-06-13T19:34:47Z : No. of bitstreams: 1 ferreira_eagr_dr_assis.pdf: 2031874 bytes, checksum: 15332841c37e6b6646de44d6ac7ece9d (MD5) / O trabalho é resultado de uma pesquisa, desenvolvida durante três anos, direcionada para o ensino de literatura e para a formação do leitor no âmbito escolar. Como objetivo geral, buscouse refletir sobre como se forma o leitor e como vão se articulando escolhas e preferências por determinados autores e determinadas obras. A partir do desenvolvimento dessa pesquisa, pôde-se realizar um levantamento do repertório de obras lidas, no período de 1998 a 2000, por alunos de 5ª, 6ª e 7ª séries, em três modalidades de leitura – opcional, proposta pela professora, e opcional entre uma série de obra(s) de autor(es) indicado(s) pela professora –, bem como diagnosticar quais são as consideradas por eles como atraentes. Entre as consideradas mais atraentes, analisou-se nesta tese a obra Harry Potter e a pedra filosofal, de J. K. Rowling, que obteve o maior índice de aceitação entre as obras pertencentes à modalidade de leitura proposta pela professora. A análise, pautada pela estética da recepção, objetivou detectar o horizonte de expectativa dos alunos, por meio da recepção da obra. Concomitante às obras eleitas pelos alunos, desenvolveu-se um trabalho embasado nos princípios construtivistas, voltado para a leitura de textos diversos de diferentes autores, com o objetivo de lhes possibilitar a ampliação de seu horizonte de expectativa. Para tanto, trabalhou-se com o conceito de leitor estético, privilegiando, como metodologia de leitura, o ato de ler como exercício de comparações artísticas e culturais que o texto carrega. / This work is the result of an investigation, developed for three years, targeted to the literature teaching and to train the reader in the school environment. As a general objective, with this work was searched to reflect on how the reader is trained and the choices and preferences are articulated by certain authors and certain works. From the development of this research, it was able to realize a survey of the repertoire of works read from 1998 to 2000 by students in the 5th, 6th and 7th grades, as well as diagnosing which works are attractively regarded by them. Among those considered the most attractive, it was examined in this thesis the work Harry Potter and the philosopher's Stone by J. K. Rowling, elected in the modality: reading proposed by the teacher. The analysis, based on the aesthetic reception, aimed to detect the horizon of the students’ expectation, by means of the work reception. Concomitant to the works selected by the students, it was developed a work based on the constructivist principles towards reading of several texts by different authors in order to make them to broaden their horizon of expectation. For that, it was used the aesthetic reader concept, privileging, as the reading methodology, the reading act as an exercise of artistic and cultural comparisons which the text brings in itself.

Human platelet antigens (HPA) is located on the platelet surface and they are inherited both from the mother and the father. If a mother who is homozygous for HPA-1b carries a child who has inherited HPA-1a from the father, the mother is in danger to form antibodies against HPA-1a on the fetal platelet. This may cause the child to suffer from neonatal alloimmune thrombocytopenia (NAIT) that could lead to death. This can be prevented by platelet transfusion. EVA Biosensor Technology is a new method for detection of HPA-1 that is currently only approved for scientific research. The aim of this study was to evaluate EVAreader R6 and find HPA-1a negative platelet donors that can donate platelets to children born with NAIT. The test material consisted of blood samples from 513 male blood donors with blood group 0. The blood was lysed and tested in EVA-reader R6 from Davos Diagnostics. The result was shown on the screen after 10 min. The results that came out negative or intermediate was analyzed a second time. In total, nine HPA-1a negative donors and 503 HPA-1a positive donors were found. Approximately 2 % of the population is HPA-1a negative, which was reflected in the result. To make sure that the results are correct, a validation with an already existing method has to be made. The conclusion is that the EVA Biosensor Technology could be used for typing of HPA in the future, as long as the results from the validation is correct.

Storytelling har identifierats som en effektiv marknadsföringsmetod och många företag har bemästrat konsten att berätta historier. Storytelling används för att skapa en emotionell respons hos den tilltänkta målgruppen, och om företag på ett framgångsrikt kan göra detta kan det vara ett sätt att differentiera sig själva. Metoden har länge framhållits som nyckeln till framgång, men är detta hela sanningen? Därav vill vi med studien besvara; hur påverkar storytelling reklameffektiviteten? Syftet med uppsatsen var att undersöka, beskriva och föra en diskussion gällande storytelling och dess effekter som marknadsföringsmetod. Resultatet av denna studie visar att storytelling är effektivare än traditionell produktbaserad reklam. Dock finns det skillnader i dess effekt på olika produktkategorier. Enligt studien fungerar storytelling bättre när engagemanget för produkten är lågt och när köpet av den har ett transformativt eller känsloförhöjande motiv. Resultatet av studien leder till ökad förståelse för när storytelling som marknadsföringsmetod är effektiv. / Storytelling has been identified as an effective marketing method, and many companies have mastered the art of telling stories. Storytelling is used to create an emotional response among the intended audience, and if companies can successfully do this, it can be a way of differentiating themselves. The method has long been emphasized as the key to success, but is this the whole truth? Therefore, we want to answer; How does storytelling affect advertising effectiveness? The aim of the essay was to investigate, describe and discuss storytelling and its effects as a marketing method. The result of this study shows that storytelling is more efficient than traditional product-based advertising. However, there are differences in its effect on different product categories. According to the study, storytelling works better when the commitment to the product is low and when its purchase has a transformative or emotional enhancement. The result of the study leads to an increased understanding of when storytelling as a marketing method is effective.

Submitted by Denize Lourenço (biblicfp@cfp.ufcg.edu.br) on 2018-08-21T18:32:09Z No. of bitstreams: 1 FRANCISCA FAUSTINO DA SILVA NETO - DISSERTAÇÃO PROFLETRAS 2018.pdf: 2119069 bytes, checksum: 43c94ecabccb7e527dc3ef9e8026a480 (MD5) / Made available in DSpace on 2018-08-21T18:32:09Z (GMT). No. of bitstreams: 1 FRANCISCA FAUSTINO DA SILVA NETO - DISSERTAÇÃO PROFLETRAS 2018.pdf: 2119069 bytes, checksum: 43c94ecabccb7e527dc3ef9e8026a480 (MD5) Previous issue date: 2018-02-22 / O presente trabalho buscou reafirmar a importância da formação de leitores literários no Ensino Fundamental II, tendo em vista o espaço reduzido e a desvalorização da literatura neste segmento. O estudo empreendido aqui e a nossa trajetória enquanto docente tem nos mostrado que esta formação é cada vez mais necessária em todos os níveis do ensino básico, uma vez que auxilia no desenvolvimento humano e cognitivo dos indivíduos. Considerando a sociedade contemporânea, que exige cada vez mais leitores proficientes, elaboramos como produto desta pesquisa uma proposta de intervenção, direcionada ao 9º ano do Ensino Fundamental, que aprimorasse a competência leitora pelo viés da literatura. O objetivo do trabalho é desenvolver o gosto e uma interação ativa dos alunos diante da leitura literária em sala de aula. Para viabilizar a proposta, optamos por textos que dialogam entre si. Acreditamos que a análise da intertextualidade que envolve a Literatura de cordel e o Auto da Compadecida pode ampliar e enriquecer a interação autor-texto-leitor, vindo a proporcionar uma melhor interpretação, compreensão e desenvolvimento de habilidades de leitura e produção textual. As sugestões de atividades da proposta se ancoram na sequência básica de Cosson (2014). Ademais, nosso aporte teórico tem como base as concepções de Candido (2004), Aguiar e Bordini (1988), Zilberman (1989), Colomer (2007), Solé (1998) , Cosson (2014), Bakhtin (1986), Kristeva (1974), Koch (2012), PCNs (1998), dentre outros. / The present work sought to reaffirm the importance of the formation of literary readers in Elementary School II, considering the reduced space and the devaluation of literature in this segment. The study undertaken here and our trajectory as a teacher has shown us that this training is increasingly necessary at all levels of basic education, since it aids in the human and cognitive development of individuals. Considering the contemporary society, which demands more and more proficient readers, we elaborated as a product of this research a proposal of intervention, directed to the 9th year of Elementary Education, that would improve reading competence by the literature bias. The objective of the work is to develop the students' active taste and interaction in the face of literary reading in the classroom. To make the proposal viable, we opted for texts that dialogue with each other. We believe that the analysis of the intertextuality that involves the Cordel Literature and the Auto da Compadecida can broaden and enrich the author-text-reader interaction, providing a better interpretation, understanding and development of reading and textual production skills. Suggestions for proposal activities are anchored in Cosson's Basic Sequence (2014). In addition, our theoretical contribution is based on the conceptions of Candido (2004), Aguiar and Bordini (1988), Zilberman (1989), Colomer (2007), Solé (1998), Cosson (2014), Bakhtin 1974), Koch (2012), PCNs (1998), among others.

The theoretical part of the thesis in his first chapter of the book deals with a phenomenon that accompanies since its inception and how it affects us the literary world. The next phase will analyze literary types and origin of fiction itself, which strongly supported the reading culture and to encourage the creation of rights bestsellers. The next section will focus on the book and its difficult journey from writer to designer, printers and finally to the reader. The next phase deals with books in physical and electronic form, the reader walks of life and then directly bestseller term, as the current phenomenon of literary culture. Then represents one of the writers Dan Brown and his books of content and visual aspects. The last part will deal with the linking book design and art education in the practical part of the thesis description of the treatment, resulting arises file publishing a collection of selected books by Dan Brown.

Submitted by PPGE PPGE (pgedu@ufba.br) on 2016-09-08T16:25:40Z No. of bitstreams: 1 Dissertação Margô.pdf: 3549689 bytes, checksum: f2b731076e3eb83af8f3908bab4788e2 (MD5) / Approved for entry into archive by Maria Auxiliadora da Silva Lopes (silopes@ufba.br) on 2016-09-08T17:07:26Z (GMT) No. of bitstreams: 1 Dissertação Margô.pdf: 3549689 bytes, checksum: f2b731076e3eb83af8f3908bab4788e2 (MD5) / Made available in DSpace on 2016-09-08T17:07:26Z (GMT). No. of bitstreams: 1 Dissertação Margô.pdf: 3549689 bytes, checksum: f2b731076e3eb83af8f3908bab4788e2 (MD5) / A presente pesquisa qualitativa, traz como objeto de análise e investigação o processo de formação de leitores a partir do desenvolvimento das ações literárias realizadas no curso de Formação dos Professores/ Licenciatura em Pedagogia em Irecê, como componente curricular, os Grupos de Estudos Literários. A investigação estende-se em um período de seis anos do curso, (primeira e segunda turma) observando as ressonâncias das leituras na qualificação dos cursistas, no concernente ao ato de ler, interpretar, analisar e contar. São enfatizadas nesta dissertação, as estratégias de leitura utilizada, assim como a análise dos registros dos professores-cursistas participantes. Neste sentido, argumenta-se a necessidade do trabalho com a literatura nos currículos dos cursos de Licenciatura, com o propósito de ampliar o campo de leitura dos docentes no que diz respeito ao uso de linguagens diversificadas, sugeridos em suas múltiplas dimensões. A análise enfatiza a ação da leitura literária como componente vital na estrutura curricular. / Abstract The present qualifying research brings in its goal, as the object of analysis and investigation, the process of forming up readers from the development of literary actions which were done during the course of Teachers Formation / Licentiate in Pedagogy in Irecê, as curricular compounds, the Groups of Literary Studies. The investigation ranges a period of six years on the course, (first and second group) observing the resonance of readings in order to qualify the in-course folk, in what concerns to the act of reading, interpreting, analyzing and telling. It is emphasized in this dissertation, the reading strategies used, as well as the analysis of records from the in-course participant teachers. To this meaning, it is argued the need of the literature work on the curriculum of Licentiate Courses, on the purpose of magnifying the literature field of teachers concerning to the use of diversified languages, suggested in its multiple dimensions. The analysis emphasizes the action of literary reading as a vital compound of the curricular structure.

This dissertation examines the complex story of Korah’s rebellion found in Numbers 16 and 17 utilizing narrative critical theory. This study is first grounded in the context of historical questions surrounding Israel’s emergence as a nation and the narrative’s potential for historical veracity. Many narrative critics do not feel the theoretical necessity to establish the connection between an autonomous text and a historical context. This study does seek to collaborate with historical research, but only as permitted by the data. Though only biblical and tangential evidence supports the historicity of the wilderness sojourn, the narrative accounts should not be repudiated because of philosophical bias or the lack of corroborative extra biblical evidence. Especially important to a literary interpretation of this narrative is the work of source critics who during their own enquiries have identified the fractures and transitions within the story. In considering the text of Numbers 16 and 17, the hermeneutical approach employed in this study carefully endorses a balanced incorporation of the theoretical constructs of the author, text, and reader in the interpretive enquiry. From this hermeneutical approach recent literary theory is applied to the texts of Numbers 16 and 17 focusing particular attention on three narrative themes. First, the narrator’s point of view is examined to determine the manner that information is relayed to the reader so as to demur the rebellion leaders. Though features of characterization are often meager in biblical narratives, there remains sufficient data in this rebellion story to support the aims of the Hebrew writers and does not undermine the reader’s engagement with the story’s participants. Finally, the three separate plotlines in this narrative sustain the dramatic effect upon the readership holding attention and judgment throughout and beyond the story. In sum, this dissertation highlights the powerful contours of this ancient narrative by appropriating the theoretical work of narrative critics. The strategies employed in the writing and editing of this story uniquely condemn the rebels and at the same time serve to elevate God’s chosen leader Moses. / Old Testament and Ancient Near Eastern Studies / D. Th. (Old Testament)

This study focuses on meaning construction as it occurs in the reading act. It explores and challenges the view that the reader usually uses language to construct meaning in a referential way. This study envisages that the reader who engages in a literal reading of the text may encount~r serious epistemological and ontological problems which ensue from such a narrow reading of the text. In the context of the dynamics of meaning construction, this study subsequently problematizes the notion of language vis-avis the notion of subjectivity and representation. It challenges the taken for granted assumption that meaning is pre-ordained and which has to be extracted by a sovereign and authoritative reading subject. The question of precision and correctness of grasping textual content is addressed by exploring those views which seek to go beyond Cartesian representationalism. This study therefore critically explores an alternative reading theory by examining the pioneering dialogical views of earlier theorists to include, ultimately, those subversive attempts of radical theorists. The latter group clearly seeks to subvert and even displace the dialogical reading practices of their predecessors. This study ultimately proposes the notion of a differential reading discourse. Such an integrative theory postulates an alternative theory of reading which in fact provides a more expansive, yet inclusive, framework of reading. This would entail a form of reading which would combat the mere consumption of meanings and acquiescence into ideology-building. It would be a reading framework that is more in keeping with our socio-political reality in South Africa, in which people can enjoy a far more critical and comprehensive view of themselves and of the society in which they operate. / Information Science / D.Litt. et Phil. (Information Science)