Univ., Diss.--Gießen, 2007. / Literaturverz. S. [265] - 284.

La Petite danseuse de quatorze ans (1881) de l’artiste français Edgar Degas (1834-1917) représente et déforme plusieurs catégories sociales et artistiques de son époque. L’œuvre peut ainsi être lue comme une mise en abyme à la fois des changements sociaux et des peurs qu’ils suscitent quant aux redéfinitions du rôle et de la place de la sculpture dans l’art et de l’art, des classes sociales, de la science et de la femme dans la société qui s’opèrent dans la seconde moitié du 19e siècle. D’une mise en contexte de l’œuvre à une analyse de la figure de la ballerine, en passant par une lecture du monde de la poupée et de la criminalité, nous chercherons à montrer comment l’œuvre offre une lecture subversive des valeurs qui sous-tendent ces catégories structurelles du Paris industriel. Ce jeu des catégories fait de la Petite danseuse une œuvre instable et ambiguë à l’image, peut-être exacerbée, de la société. La sculpture de Degas joue avec et surtout entre ces divers pôles de la société parisienne, décloisonnant ceux-ci et proposant une autre façon de comprendre la société contemporaine. Prenant ancrage dans un discours critique postmoderne, féministe et postcolonialist, le présent travail se propose ainsi de réactualiser la fonction critique de l’œuvre. / The Little Dancer Aged Fourteen (1881) of French artist Edgar Degas (1834-1917) represents and deconstructs all at once, many social and artistic categories of its own time. The work represents social changes and the fear that they generate as it relates to the place of sculpture in art and of art, social classes, science and women’s role in society. Degas’ sculpture plays with and between these structures, deconstructing them and offering new ways of understanding contemporary society. After putting the work in context, we look at the link it has with dolls, how it addresses criminality, and how it questions the ballerina image. The Little Dancer then becomes an ambiguous, unstable and indefinable work reflecting in an acute way its society. Rooted in postmodernism, feminism and postcolonialism, we will explain how the sculpture offers a subversive reading of the values subtending industrial 19th Century Parisian constructs.

Syftet med den här uppsatsen är att undersöka filmen Scott Pilgrim vs the World (2010) sätt att använda sig av klipp och övergångstekniker och hur de förhåller sig till humor och komedi.Tre sekvenser som representerar en bredd av olika klipptekniker och teorier har analyserats för att undersöka hur olika övergångar som till exempel en svepning kan användas, hur kontinuerlig klippstil fortsätter filmen visuellt framåt, hur en rörelse kan bidra till klippningen och vad detta har för relation till humor. Med hjälp av Walter Murchs teorier om vad som motiverar att göra ett klipp, Bordwells och Thompsons teorier om hur olika klippningar och övergångar används och vilken påverkan dessa har på filmen samt Rosengrens teorier om klippning i komedifilm och Meyers (2000) teorier inom humor, undersöker uppsatsen klipptekniker samt övergångar och hur dessa kan förflytta filmen i tid och rum eller föra vidare en rörelse över ett klipp. Resultatet visar på att Edgar Wright, Jonathan Amos och Paul Machliss använder sig av flera sätt för att visa ett filmspråk i Scott Pilgrim vs the World (2010) där fokuset ligger på hur rörelse, energi, förflyttning på ett överraskande och annorlunda sätt kan skapa humor. / The purpose of this thesis is to analyze the movie Scott Pilgrim vs the World (2010) way to use transitions and cuts and how they relate to humor and comedy. Three sequences that represent a breadth of different techniques and theories from cuts gets analyzed and explored. This to understand how transitions, for example a wipe, gets used, how the movie progresses with continuity editing and how the movement contributes to the editing and to the comedy. With the help of Walter Murch's theories about what motivate a cut, Bordwell and Thompson’s theories about how cuts and transitions is used and what impact this has on the movie and Rosengrens theories about editing comedy and Meyers (2000) theories about humor, the essay investigate editing techniques and transitions and how they are able to move the movie in space and time or transfer a motion in a transition. The result shows that Edgar Wright, Jonathan Amos and Paul Machliss uses a lot of different techniques to develop a visual style and in Scott Pilgrim vs the World (2010) the focus lies on how motion, energy, movement and comedic timing drives the movie forward and perceived it as a comedy.

This essay is an ecocritical analysis on William Wordsworths “I Wandered Lonely as a Cloud” and Edgar Allan Poes “Alone”. It investigates the depiction of nature, the space within nature poetry and the common theme of loneliness in the poems. The ecocritical perspective plays the main part of this essay because of the similarity between the ecocriticism and romantic poetry in the upliftment of nature, and the erasure of the dividing line between human and nature. The main material is Timothy Mortons Ecology without nature, Jane Bennetts Vibrant Matter and Scott Knickerbockers Ecopoetics. The results of the essay show how the depiction of nature contributes to the representation of the poet’s emotion and relation to nature and the past. It shows how the space, the distance between human and nature, maintains because we can’t get closer to nature than through figurations, anthropomorphisms. It also shows how the loneliness further establishes the space and is quite different between Wordsworth and Poe, whereas Wordsworth doesn’t feel as alone as Poe because of his closer relation to nature.

Edgar Allan Poe (1809-49) lived at the perfect time to write about several of the most dramatic technological developments ever recorded in history. Up until the nineteenth century, professional scientists were almost the exclusive agents for writing about science. However, during this period, non-professional writers also emerged as important conveyors of popular science news to the public. Though Poe was a lay writer, his popular writing conveyed several of the most important new discoveries of the Industrial Age. He also projected his views about how nineteenth-century technologies might impact civilizations of the future. Poe’s writing offers a key example of a widespread movement of thinkers who attempted to mediate the tensions and debates that were taking place in his lifetime between those who perceived and described the world from either the “Mechanical” or the “Romantic” approach. This study explores the ways that Poe wrote about science in poetry, non-fiction, and fiction. I argue that a review of his earlier science writing helps to unlock several of the enigmatic writings of his culminationg work, Eureka:A Prose Poem. The final chapter of this thesis concludes with an in-depth discussion of Eureka. In Eureka, Poe proposes that man’s literary works are imperfect. However, he contends that the Creator has written and executed a perfect “Plot of the Universe.” Poe attempts to unravel several of its deepest mysteries in a multi-genre work of poetry, history, science, and metaphysics. I argue that modern scholars of literature and science history can gain a clearer view of the ways that the nineteenth-century public received and understood information about science by exploring Poe’s science writing than has been provided in previous historical or literary scholarship.

Made available in DSpace on 2015-04-14T14:12:40Z (GMT). No. of bitstreams: 1 423607.pdf: 1414726 bytes, checksum: 02360d5db41b64b0e6a7a9008c3a916e (MD5) Previous issue date: 2010-03-03 / O grande desafio lan?ado ? educa??o no s?culo XXI ? a contradi??o entre os problemas cada vez mais interdependentes e planet?rios, e a persist?ncia de um modo de conhecimento que privilegia os saberes fragmentados e compartimentalizados. Edgar Morin, soci?logo e pensador franc?s prop?e uma reforma do pensamento em dire??o a um pensar complexo, que d? subs?dios para a interpreta??o mais contextualizada da realidade. Suas id?ias v?m constituindo importante fonte de inspira??o para repensar a educa??o. Baseada nos fundamentos te?ricos de Edgar Morin, este trabalho investiga os elementos de um pensamento complexo presentes nos discursos de professores de ci?ncias e matem?tica. O grupo pesquisado ? formado por professores que cursam o Programa de P?s-Gradua??o em Educa??o em Ci?ncias e Matem?tica, cuja abordagem metodol?gica desenvolvida nas disciplinas ? problematizadora e reflexiva. A partir de questionamentos orais e escritos procurou-se identificar as representa??es sobre o conceito de complexidade, pensamento complexo e elementos do pensamento complexo expressos nas concep??es dos professores sobre a aprendizagem de seus alunos. Para a pesquisa adotaram-se instrumentos metodol?gicos, como entrevistas e question?rios, adequados para uma abordagem qualitativa dos dados. Foi realizada uma an?lise textual discursiva do corpus da pesquisa, de forma a responder ?s quest?es de pesquisa. Quanto ? complexidade, as categorias que emergiram dos discursos revelaram o entendimento dos professores da complexidade como rede comunicante e como organizadora do caos. Em rela??o ao pensamento complexo, as representa??es foram categorizadas em tr?s formas de pensamento: s?cio-cultural, ecologizante e em rede. No discurso sobre a aprendizagem, foram identificados inicialmente os desafios enfrentados para a efetiva??o da aprendizagem. Em rela??o aos elementos de um pensamento complexo que emergiram dos discursos, revelaram-se os fatores determinantes na constru??o do pensamento complexo, como a incerteza, incompletude e constru??o permanente do conhecimento, a auto-eco-organiza??o e o sujeito cognoscente. As manifesta??es dos professores demonstram a presen?a de elementos de um pensamento de complexidade, apesar deste tema n?o fazer parte de seu vocabul?rio de uso cotidiano ou de sua forma??o acad?mica. Conclui-se que o discurso dos professores apresenta sinais da emerg?ncia de um novo paradigma de pensamento complexo, revelando-se em suas representa??es sobre a aprendizagem.

Made available in DSpace on 2016-04-28T19:58:58Z (GMT). No. of bitstreams: 1 Oscar Andrade Lourenao Nestarez.pdf: 905202 bytes, checksum: df6626733b6535efd85d4b155527ee20 (MD5) Previous issue date: 2016-03-16 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / This dissertation proposes a reflection about the fantastic mode in literature in the light of a fundamental operation of the cognitive process: the phantasms produced by the imagination. The investigation occurs through a comparative reading between two narratives Edgar Allan Poe s Ligeia (1838) and Mário de Sá-Carneiro s The Great Shadow (1915) , having by theorical support the studies from Remo Ceserani (The Fantastic, 1996), Irène Bessière (Le récit fantastique la poétique de l incertain, 1974) and Giorgio Agamben (Stanzas: word and phantasm in western culture, 1977), as well as Poe s critical reflections found in The philosophy of composition (1845), The poetic principle (1850) and Marginalia (1849) about the links between imaginary phantasms and poetical creation. Taking into consideration the significative diferences between the two texts either by the temporal distance or by the fantastic characteristics (more notable in Ligeia ) , this project asks how the root of the fantastic mode in literature can relate with the imaginative phantasms produced in terms of plot and, more specifically, enunciation. The hypothesis is that both Ligeia and The Great Shadow point to the creation of phantasms by the imaginative faculty as the responsable for the effects of the fantastic. This happens though the singularity of a central enunciative process: the spectral apparitions in both plot and in the multiple visions of the narrator in the poetic-phantasmatic discourse, marked by the crisis in representation. The comparative analysis reveals that the phantasm-fantastic relation manifests itself in both texts, although in different terms: in Ligeia , the procedures of the fantastic mode are everywhere spectres, doubles, projections between light and shadow and terror caused by gothic ambience; and, underneath this plan, lies the narrator-author s phantasmatic discourse. In The Great Shadow , on the other hand, excels the sensationist-phantasmatic narration on the form of a diary, leaving the plot and its phantasmagoric ambiance in second plan / A dissertação desenvolve uma reflexão sobre o modo do fantástico na literatura à luz de uma operação basilar do processo cognitivo-imaginativo, advinda do pensamento clássico de Aristóteles: os fantasmas produzidos pela imaginação. A investigação se dá por meio da leitura comparativa entre duas narrativas Ligéia (1838), de Edgar Allan Poe e A Grande Sombra (1915), de Mário de Sá-Carneiro -, tendo por suportes teóricos os estudos de Remo Ceserani (O fantástico, 1996), Irène Bessière, (Le récit fantastique la poétique de l incertain,1974) e Giorgio Agamben (Estâncias: a palavra e o fantasma na cultura ocidental, 1977), além das reflexões críticas de Edgar Allan Poe sobre os vínculos entre os fantasmas imaginários e a criação poética em A filosofia da composição (1845), The poetic principle (1850) e Marginália (1849). Indaga-se como, a partir das diferenças entre ambas as narrativas seja pela distância temporal, seja pelas marcas do fantástico, mais visíveis em uma ( Ligéia ) do que em outra ( A Grande Sombra ) , a raiz do modo literário do fantástico poderia se inscrever nos fantasmas imaginativos produzidos em nível de enredo e, mais especificamente, no de enunciação. A hipótese é a de que tanto Ligéia quanto A Grande Sombra apontam para a criação de fantasmas pela faculdade imaginativa como a responsável pelos efeitos estéticos do fantástico. Isso se dá por meio da singularidade de um processo enunciativo fundamental: aparições espectrais, tanto em nível de enredo quanto no das múltiplas visões do narrador e no do discurso poético-fantasmático, marcado pela crise da representação de referentes em ausência. A análise comparativa revela que a relação fantasma-fantástico se manifesta em ambos os textos, porém com pesos distintos: em Ligéia , dominam os operadores do modo fantástico espectros, duplos, projeções entre luz e sombra, ambientação e terror propiciados pelo gótico e, sob esse plano, subjaz o do discurso fantasmático do narrador-autor na sua corrente subjacente de sentido . Em A Grande Sombra , é o discurso sensacionista-fantasmático do diário de um narrador-autor que sobressai, deixando em segundo plano o enredo e sua ambientação fantasmagórica

Submitted by Erika Demachki (erikademachki@gmail.com) on 2014-09-26T20:27:29Z No. of bitstreams: 2 Cesaro, Patrícia Souza Silva-2012-dissertação.pdf: 2464854 bytes, checksum: 532712a329cd48a09f59cb655120e2a6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-09-26T21:15:48Z (GMT) No. of bitstreams: 2 Cesaro, Patrícia Souza Silva-2012-dissertação.pdf: 2464854 bytes, checksum: 532712a329cd48a09f59cb655120e2a6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-26T21:15:48Z (GMT). No. of bitstreams: 2 Cesaro, Patrícia Souza Silva-2012-dissertação.pdf: 2464854 bytes, checksum: 532712a329cd48a09f59cb655120e2a6 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2012-12-14 / The myth of the double is part of a set of the most antique human myths which permeate man`s imaginary since his own existence. It has as its main manifestations the cases of persons resembling one another, identical twins, the fact that someone sees himself in another one, the duality. The term used to designate the double, coined by German writer Jean-Paul Richter, is doppelgänger, and it means the one who walks by the side or close by, the travelling companion or fellow traveler. It has to do with one‘s experience of him/her in alterity or otherness. Some examples of occurrences of the myth of the double in literatures can be, among other: Shakespeare‘s A Comedy of Errors, Plato`s The Banquet, Robert Louis Stevenson‘s Dr. Jekyll and Mr. Hyde, Mary Shelley‘s Frankenstein, Dostoyevsky‘s The Double. This thesis has as the object of its analysis the recurrence (and reoccurrence) of the myth of the double in literature and in order to do that it concentrates on the examination of four works which are similar through the manifestation of the double in portraits. Three of them are short stories and the last one is a novel: Nathaniel Hawthorne‘s ―The Prophetic Pictures,‖ Edgar Allan Poe‘s ―The Oval Portrait,‖ Nikolai Gogol‘s ―The Portrait [Портрет],‖ and Oscar Wilde‘s The Picture of Dorian Gray. The theoretical support for the thesis concentrates on a larger use or presence of the idea of the double, as in the Romanticism, and in the development of some themes dear to the 19th Century, such as the fragmentation of the self, the new notions of myth, the idea of the double and specifically the myth of the double. The main theoreticians or theorists used where, among others, are Sigmund Freud, Otto Rank, Arnold Hauser, Anatol Rosenfeld, J. Guinsburg, and Jean-Pierre Vernant. / O mito do duplo faz parte de um conjunto de mitos dos mais antigos, que permeiam o imaginário do homem desde a sua própria existência. Tem por principais manifestações os casos de sósias, gêmeos idênticos, o ver a si mesmo em outro, a dualidade. O termo consagrado para designar o duplo, cunhado pelo escritor alemão Jean-Paul Richter, é doppelgänger, e significa aquele que caminha ao lado, o companheiro de estrada. Tem a ver com uma experiência de si na alteridade. Alguns exemplos de recorrência ao mito do duplo na literatura, entre outros, podem ser: A comédia dos erros, de Shakespeare, O banquete, de Platão, O médico e o monstro, de Stevenson, Frankenstein, de Mary Shelley, O duplo, de Dostoiévski. Esta dissertação tem o objetivo estudar a recorrência do mito do duplo na literatura e, para isso, foram selecionadas quatro obras, que se assemelham pela manifestação do duplo em retratos. São três contos e um romance: ―Os retratos proféticos‖, de Nathaniel Hawthorne, ―O retrato oval‖, de Edgar Allan Poe, ―O retrato‖, de Nikolai Gogol, e O retrato de Dorian Gray, de Oscar Wilde. O suporte teórico da dissertação se concentra no maior uso ou presença da ideia do duplo, como no Romantismo e no desenvolvimento de temas caros ao século XIX, como a fragmentação do sujeito, as novas noções de mito, de duplo e especificamente do mito do duplo. Os principais teóricos são, entre outros, Sigmund Freud, Otto Rank, Arnold Hauser, Anatol Rosenfeld, J. Guinsburg, Jean-Pierre Vernant.

The context in which any artist creates an artwork is integral to understanding its significance, and one crucial aspect of context is how a work was created. When first looking at how Edgar Degas created his dancer paintings, his process seems simple- he watched the dancers and then painted what he saw. However, that is only a surface examination of a much more complicated system of observation, practice, repetition, mastery, and reproduction. This thesis investigates how Degas bridged the gap between observation and understanding of balletic technique; how deep his knowledge of balletic technique was; and if Degas did have a deep understanding of balletic technique, what process he utilized to gain that knowledge. It reconstructs the process Degas utilized to learn and then reproduce the repertoire of the Paris Opéra ballet by pairing visual analysis of specific works with my own knowledge of ballet technique as a dancer of twenty years. Ultimately, this study reveals that Degas learned how to dance classical ballet by mimicking the process ballerinas used to learn how to dance: first watching, then doing, and finally performing.

The purpose of this dissertation is to analyze how four Southern Baptist scholars: E.Y. Mullins, John Newport, Richard Cunningham, and L. Russ Bush, understood--whether explicitly or implicitly--the nature of philosophy. Three issues will be explored as a result of their metaphilosophical views. First, what is the relationship between faith and reason? Second, is a Christian philosophy possible? And third, what role does philosophy serve in the life of the believer? Chapter 1 sets the historical context regarding the issue of metaphilosophy. Philosophy has been traditionally understood as the love of wisdom. However, since the Enlightenment and the dawning of modern Western philosophy, how thinkers understood the nature of philosophy changed dramatically. As the natural sciences progressed rapidly in the advancement of knowledge, thinkers increasingly viewed philosophy as being in need of change regarding its method and purpose. By the time of the twentieth century, philosophy's identity was in a state of confusion and uncertainty. Chapter 2 analyzes the metaphilosophy of E. Y. Mullins. For Mullins, philosophy investigated the foundational questions of human existence and operated autonomously from science and religion. The data of philosophy included all of life, including the findings of the various fields of knowledge, and sought to unify all truth into a cohesive unit. The value of philosophy is found in its ability to go beyond the descriptions of science in order to interpret the world in which one lives. Chapter 3 analyzes the metaphilosophy of John Newport. According to Newport, philosophy is identified with worldview--the structure of one's beliefs about the world. One's worldview affects how one lives and operates within the world. Philosophy includes not only the analytic task of critiquing and clarifying ideas and beliefs, but also the synthetic task of incorporating beliefs into a coherent structure. Philosophy also involves analyzing the key-principles that underlie one's belief structure--those principles that are basic to an individual. Philosophy, or worldview, is valuable to the individual by helping one to make sense of life and to avoid bad decisions. Chapter 4 focuses on the metaphilosophy of Richard Cunningham. Cunningham views philosophy as one's attempt to understand his experience in all its facets. It is a deliberate action on the part of the individual, one that leads to the development of his worldview. Philosophy involves the traditional tasks of analysis and synthesis, and its value is found in its ability to afford one to live more effectively. Chapter 5 presents the metaphilosophy of L. Russ Bush. Bush's definition of philosophy is methodological in nature as he views philosophy more as an activity than as a way of life. One employs the laws of logic and other philosophical tasks when analyzing one's own or competing worldviews in order to judge between their similarities or differences, and their strengths or weaknesses. In a day and age where many individuals lazily accept their beliefs without deep reflection, philosophy helps one to hold to beliefs that are more consistent and it helps one to better dialogue with others of differing worldviews. Chapter 6 concludes the dissertation by highlighting the strengths and weaknesses of the four thinkers presented in the preceding chapters. Suggestions are provided on how to strengthen a Baptist view of metaphilosophy in light of the weaknesses provided. Finally, the current state of philosophy in the Southern Baptist Convention is provided.