<p>The Sound and the Fury is William Faulkner’s story of the Compson family’s downfall in the American South during the early 20th century. The novel illustrates the impact on the cultural identity of the South of strictly defined social roles and the tension they created in the aftermath of slavery and defeat in the Civil War. In my analysis, I have chosen to focus on gender issues, especially in their Southern manifestation. The Compsons’ daughter, Caddy, figures prominently in the sons’ narratives, but is only portrayed through their perceptions and memories. My aim is to determine Caddy’s significance in the novel by exploring her relationships with her brothers, as seen through their eyes, and how she is characterized by them. In Benjy’s narrative, I examine her actions as a little girl in light of the Eve myth and the icon of the virgin mother. Quentin’s obsession with Caddy's sexuality as a teenager reveals the implications of associating female sexuality with death, the role of language in reproducing and combating established gender power structures, and the impact of traditional gender roles on women and men. Jason’s binary categorization of women as virgins or whores turns the few glimpses of Caddy as a mother into that of a woman treated as a commodity of exchange. In each of their narratives, Caddy is a dynamic character whose words, body, and actions expose prevailing social and gender power struggles. By conjuring her presence through her absence, her brothers reveal the depth and destructiveness of the social imperatives that underlie their attempts to control her. I suggest that Caddy’s role in the novel is to disrupt the brothers’ narratives and challenge the underlying Southern social and gender constructs that imbue them.</p>

Made available in DSpace on 2016-06-02T20:25:16Z (GMT). No. of bitstreams: 1 4942.pdf: 1772624 bytes, checksum: c33460649a3c9862553d33206f07c2e4 (MD5) Previous issue date: 2013-01-25 / La difusión y proliferación del uso didáctico de ordenadores conectados a Internet han proporcionado un nuevo contexto de acción para los profesores de idiomas. En este nuevo panorama, las clases en el aula no consisten en el único espacio de interacción de los cursos y muchos profesores utilizan también Entornos Virtuales de Enseñanza- Aprendizaje (EVE/A) como apoyo y complementación al trabajo que desarrollan en la modalidad presencial. En rechazo a la práctica de transponer el modelo de enseñanza presencial a los medios digitales, los expertos sugieren que la adopción de nuevas tecnologías en el aula debe basarse en prácticas pedagógicas apropiadas a este contexto (KENSKI, 2008; SILVA, 2003). El interaccionismo social de Vigotsky (1988) se encuentra en la base de la pedagogía de la enseñanza ministrada en entornos virtuales de enseñanza-aprendizaje por defender que la construcción del conocimiento está condicionada a la mediación social - que, a su vez, ocurre a través de la lengua en interacción. Esta investigación se centra en el estudio de las interacciones que ocurren en los foros en línea de un curso de Español para Turismo - ofrecido en la modalidad a distancia en el entorno virtual Moodle. Su objetivo es problematizar la influencia de los andamios (WOOD, BRUNER, ROSS, 1976) en la construcción del conocimiento en lenguas extranjeras. Esta es una investigación cualitativa y interpretativa, cuyos análisis se basan en estudios sobre la interacción en foros en línea (PAIVA y RODRIGUES JR., 2004; LUCENA FILHO y OLIVEIRA, 2006; GREGOLIN, 2008) y sobre la enseñanza mediada por nuevas tecnologías (KENSKI, 2008; BARBERÁ, 2006). Nuestro objetivo fue comprender el funcionamiento de los foros, delimitando los tipos de andamios más recurrentes y sus funciones en el contexto de un curso de español para el turismo. También se buscó, a través de la investigación, aportar datos que puedan contribuir en la formación de profesionales capaces de actuar en el escenario educativo que se define a partir de la masificación del uso de las nuevas tecnologías. Los resultados mostraron un amplio uso de ayudas pedagógicas o andamios por el profesor y por los propios estudiantes, lo que explicita el papel fundamental de los foros en línea como un lugar de socialización y nos permite concluir que la educación virtual basada en la interacción es capaz de impulsar el desarrollo de los aprendices en la construcción de conocimiento en lengua extranjera, potencializando los espacios de interacción de los cursos. / A difusão e proliferação do uso didático de computadores conectados à Internet têm proporcionado um novo contexto de atuação para os professores de línguas. Nesse novo cenário, a sala de aula presencial já não é o único espaço de interação de cursos e cada vez mais professores fazem uso também de Ambientes Virtuais de Ensino-Aprendizagem (AVEA) como apoio e complementação do trabalho que desenvolvem de forma presencial. Em rechaço à prática de transportar o modelo de ensino presencial ao meio digital, especialistas sugerem que a adoção de novas tecnologias em sala de aula deve estar pautada em práticas pedagógicas apropriadas a este contexto (KENSKI, 2008; SILVA, 2003). O sócio-interacionismo de Vigotsky (1988) está na base da pedagogia do ensino ministrado em Ambientes Virtuais de Ensino-Aprendizagem por defender que a construção de conhecimento está condicionada à mediação social que, por sua vez, se dá por meio da linguagem em interação. Assim, a presente pesquisa centra-se no estudo de interações ocorridas em fóruns online de um curso de Espanhol para Turismo oferecido na modalidade à distância no ambiente virtual Moodle com vistas a problematizar a influência dos andaimes (WOOD, BRUNER, ROSS, 1976) na construção de conhecimento em língua estrangeira. Trata-se de pesquisa de cunho qualitativo-interpretativista, cujas análises estão fundamentadas por investigações sobre interação em fóruns online (PAIVA e RODRIGUES JR., 2004; LUCENA FILHO e OLIVEIRA, 2006; GREGOLIN, 2008) e ensino mediado por novas tecnologias (KENSKI, 2008; BARBERÁ, 2006). Objetivou-se compreender o funcionamento dos fóruns, delimitando os tipos de andaimes mais recorrentes e suas funções no contexto de um curso de espanhol para turismo. A pesquisa também visou contribuir com dados que auxiliem na formação de profissionais capazes de atuar no cenário educacional que se delimita a partir da massificação do uso de novas tecnologias. Os resultados evidenciaram uso intenso de andaimes ou ajudas pedagógicas tanto por parte do professor como dos próprios alunos, o que explicita o papel fundamental desempenhado pelos fóruns online como espaço de socialização e nos permite concluir que o ensino online fundamentado na interação é capaz de impulsionar o desenvolvimento dos aprendizes na construção de conhecimento em língua estrangeira, potencializando os espaços de interação dos cursos.

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Please read the abstract in the section 04back of this document / Dissertation (MA (Biblical and Religious Studies))--University of Pretoria, 2002. / Ancient Languages / unrestricted

Human existence (or be-ing) is profoundly relational. Yet educational environments often assume that learning happens individually. Though many educators are trying to rectify this problem by introducing community into the learning process, these efforts are too often simply overlaid onto a system that works through competition and rewards individual achievement. Therefore, an alternative perspective for who we are as humans and how we should be together is needed. In this dissertation, I examine what it means to be fundamentally related and show how such an understanding might impact learning. We often think of “community” as a place, but I also use it to embody an alternative understanding of human be-ing: how we are and should be related and the process by which we can learn to embrace our ethical responsibilities. This second way of understanding community addresses a mode of be-ing that describes how we should come together: with (or “com”) unity. I use religious narratives to explore what a non-modern understanding of relational be-ing might mean for education. Looking at community in a religious context is helpful because it offers a different framework for understanding human be-ing. Using three stories found in Genesis—(a) the Creation of the world including the introduction of Adam and Eve, (b) their Fall, and (c) their Expulsion from Eden—I argue that they reveal the importance of three aspects of community: (a) diversity, a deep appreciation for our and others' enduring individuality, (b) unity, a willingness to be responsible both to and for others in a particular, ethical way, and (c) work, the catalyst for coming together and making relationships purposeful. Understanding how the aspects of diversity, unity, and work strengthen supportive relationships is an important way to understand community, including learning communities. It suggests that the purpose of education should be to help learners realize their moral responsibilities to others and teach them how to respond to that obligation. Moral learning communities can generate experiences that speak more authentically to human be-ing. They enhance education so that learning becomes not only more meaningful but truly life-changing.

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No description available.

Financial institutions are exposed to several different types of risk. One of the risks that can have a significant impact is the interest rate risk in the bank book (IRRBB). In 2018, the European Banking Authority (EBA) released a regulation on IRRBB to ensure that institutions make adequate risk calculations. This article proposes an IRRBB model that follows EBA's regulations. Among other things, this framework contains a deterministic stress test of the risk-free yield curve, in addition to this, two different types of stochastic stress tests of the yield curve were made. The results show that the deterministic stress tests give the highest risk, but that the outcomes are considered less likely to occur compared to the outcomes generated by the stochastic models. It is also demonstrated that EBA's proposal for a stress model could be better adapted to the low interest rate environment that we experience now. Furthermore, a discussion is held on the need for a more standardized framework to clarify, both for the institutions themselves and the supervisory authorities, the risks that institutes are exposed to. / Finansiella institutioner är exponerade mot flera olika typer av risker. En av de risker som kan ha en stor påverkan är ränterisk i bankboken (IRRBB). 2018 släppte European Banking Authority (EBA) ett regelverk gällande IRRBB som ska se till att institutioner gör tillräckliga riskberäkningar. Detta papper föreslår en IRRBB modell som följer EBAs regelverk. Detta regelverk innehåller bland annat ett deterministiskt stresstest av den riskfria avkastningskurvan, utöver detta så gjordes två olika typer av stokastiska stresstest av avkastningskurvan. Resultatet visar att de deterministiska stresstesten ger högst riskutslag men att utfallen anses vara mindre sannolika att inträffa jämfört med utfallen som de stokastiska modellera genererade. Det påvisas även att EBAs förslag på stressmodell skulle kunna anpassas bättre mot den lågräntemiljö som vi för tillfället befinner oss i. Vidare förs en diskussion gällande ett behov av ett mer standardiserat ramverk för att tydliggöra, både för institutioner själva och samt övervakande myndigheter, vilka risker institutioner utsätts för.

À travers une discussion des cinq principaux domaines théoriques qui influencent mon travail artistique; la biophilie, l’écoféminisme, «foraging» (la récupération), la non-dualité et l’espace sacré, j'explore les relations synergiques entre mes réflexions socioécologiques et politiques et ma pratique artistique. Je m'intéresse aux intersections entre l'activisme et l'art, l'engagement et la transformation, et l'idée que l'art peut être vu comme une «sculpture sociale» pour emprunter à Beuys. À la recherche constante des réalités alternatives des forces polarisantes qui dominent notre (ma) vision du monde contemporain et en critiquant la division sociétale de culture - nature, mon texte raconte la connectivité entre mes projets artistiques et mes recherches théoriques, définissant enfin la relation entre les deux comme fondamentale pour mon processus de création. Le concept de seuil est primordial, proposé comme lieu de rencontre ou jonction des mondes binaires; l'intime et le public, le profane et le sacré, la culture et la nature. / Through a discussion of the five main theoretical domains that influence my art-making; biophilia, ecofeminism, foraging (recuperation), non-duality and sacred space, I explore the synergistic relations between my socio-ecological-political reflections and my art practice. I am interested in the intersections between activism and art, engagement and transformation, and the idea that art can be seen as a “social sculpture” to borrow from Beuys. Continually seeking alternative realities from the polarizing forces that dominate our (my) contemporary world-view and questioning the culture - nature divide, my text chronicles the connectivity between my art projects and my theoretical research, finally understanding the relationship between the two as fundamental to my creative process. The concept of the threshold is paramount, proposed as a meeting place or juncture between binary worlds; the intimate and the public, the secular and thesacred, culture and nature.

This dissertation examines the nature of epiphanic discourse in three of Robert Browning's religious poems, namely, 'Christmas- Eve', 'Easter-bay' and 'La Saisiaz'. Chapter 1 investigates epiphany from religious, historical and theoretical perspectives, followed by a discussion of Browning's developing Christian beliefs. Chapters 2 and 3 explore the epiphanic moment in the companion poems, 'Christmas- Eve' and 'Easter-Day'. Chapter 4 explores how the double epiphany initiated from Browning's personal experience recounted in 'La Saisiaz', finds its resolution in 'The Two Poets of Croisic'. Browning's 'good minute' or 'infinite moment' originates in Romanticism and reverberates into the twentieth century mainly in the writing of James Joyce, who first used the word 'epiphany' in its literary sense. Because Browning's faith allowed continual interrogation of Christian doctrine, his experience and reading of epiphanic moments avoid any attempt at closure. Thus they offer the reader both a human image for recognition and a coded legend for individual interpretation / M.A. (English Studies) / M.A. (English)