Thesis (M. Div.)--St. Vladimir's Orthodox Theological Seminary, 2005. / Abstract. Includes bibliographical references (leaves 60-61).

Made available in DSpace on 2014-06-11T19:32:08Z (GMT). No. of bitstreams: 0 Previous issue date: 2009-02-27Bitstream added on 2014-06-13T19:06:26Z : No. of bitstreams: 1 quinelato_e_dr_arafcl.pdf: 481260 bytes, checksum: 27a2884c9c51694f2fa7adf31597726f (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Secretaria de Educação / Cette thèse de doctorat intitulée « La figurativisation du travail dans les fables d´Ésope » propose l´examen, à la lumière de la théorie sémiotique greimasienne, d´un groupe de fables ésopiques qui tématise le travail. Dans les fables, nous observons que peu sont les personnages qui ont conscience de la nécessité du travail pour la survie, car la plupart des textes explicite une vision dysphorique sur ce thème. Le type de travail qui se présente loué par quelques personnages est, surtout, le travail agricole et les autres activités concernant la campagne, mais cette vision n´est pas partagée par tous les acteurs qui composent le même espace narratif. Il nous fait remarquer le fait que la plupart des personnages attribue des valeurs dysphoriques au travail qu´ils realisent par des motifs divers: beaucoup d´eux sont exploités par un oppresseur qui les fait travailler continûment, sans droit à n´importe quel type de loisir ; autres ne reçoivent pas la nourriture, toujours montrée figurativisée comme la récompense par le travail realisé ; il y en a encore ceux qui rivalisent avec les autres personnages car ils disqualifient la profession de l´autre et n´attribuent que des qualités à ses propres activités et se jugent être les seuls qui méritent la récompense. De toute façon, ces acteurs ne sont jamais satisfaits du travail qu´ils exécutent et ils essaient de s´en libérer de n´importe quelle manière, même si ses attitudes subissent un échec. Puisque le thème du travail est constamment presenté dans la littérature grecque, on alliera aux études des mécanismes linguistiques-discursifs, l´étude d´autres textes de la culture qui dialoguent directement avec les fables de notre corpus. / Esta tese de doutorado intitulada “A figurativização do trabalho nas fábulas de Esopo” propõe o exame, à luz da teoria semiótica greimasiana, de um conjunto de fábulas esópicas que tematiza o trabalho. Nas fábulas, observamos que poucas são as personagens que têm consciência da necessidade do trabalho para a sobrevivência, pois a maioria dos textos explicita uma visão disfórica sobre esse tema. O tipo de trabalho que aparece elogiado por algumas personagens é, sobretudo, o trabalho agrícola e as demais atividades ligadas ao campo, mas essa visão não é compartilhada por todos os atores que compõem o mesmo espaço narrativo. Chama a atenção o fato de a maioria das personagens atribuírem valores disfóricos ao trabalho que realizam por diversos motivos: muitas delas são exploradas por um opressor que as fazem trabalhar incessantemente, sem direito a qualquer tipo de lazer; outras não recebem o alimento, que sempre aparece figurativizado como recompensa pelo trabalho; há ainda aquelas que rivalizam com outras personagens por desqualificar a profissão do outro e atribuir qualidades apenas às suas atividades, julgando-se os únicos merecedores da recompensa. De qualquer forma, esses atores nunca estão satisfeitos com o trabalho que executam e tentam libertar-se dele de alguma forma, ainda que suas atitudes resultem em malogro. Devido ao fato de o tema do trabalho ser constantemente retratado na literatura grega, aliaremos aos estudos dos mecanismos lingüístico-discursivos, o estudo de outros textos da cultura, que dialogam diretamente com as fábulas do nosso corpus.

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Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

Spenser's Complaints volume is a Menippean satire, a form characterized by mixture. Within this mixture of forms and voices, the three beast poems, Virgils Gnat, Prosopopoia or Mother Hubberds Tale, and Muiopotmos are unified by shared traditions in Classical Aesopic beast fable and medieval beast poetry. Reading these three poems as a set reveals Spenser's interpretation of the literary history of beast poetry as one of several competing forms of order. The beast poems show ordering schemes of hierarchy, proportion, imitative practice, and dialectic, yet none of these is dominant. Thus, in the overall Menippean mixture that makes up the volume, the beast poems present an additional and less obvious mixture: the kinds of order available to a literary artist. Spenser's Complaints volume was the object of some censorship, and scholars still debate whether he or his printer, William Ponsonby, designed the book. The many kinds of organization demonstrated by the beast poems coalesce to form a theory of contestatory imitation in which the dominant order is disorder itself, represented by the ruin brought about by time's passage. Spenser appropriates both satiric and serious voices in the beast poems. He reflects on his political ambition to achieve the status of poet laureate in a noble, courtly manner, but he snarls like a fox, too, when he considers the ruin of his ambition. / Master of Arts

Research has paid little attention to clients’ experience of the psychological assessment process, particularly in regard to the experiences of children and their parents. Advocates of collaborative assessment have long espoused the therapeutic benefits of providing feedback that can help clients better understand themselves and improve their lives (Finn & Tonsager, 1992; Fischer, 1970, 1985/1994). Finn, Tharinger, and colleagues (2007; 2009) have extended a semi-structured form of collaborative assessment, Therapeutic Assessment (TA), with children. One important aspect of their method, drawn from Fischer’s (1985/1994) example, is the creation of individualized fables that incorporate assessment findings into a child-friendly format. The fables are then shared with the child and parents as assessment feedback. This study evaluated whether receiving this type of individualized, developmentally appropriate feedback would affect how children and their parents report experiencing the assessment process. The assessment process, with the exception of child feedback, was standard for the setting. Participants were 32 children who underwent a neuropsychological evaluation at a private outpatient clinic, along with their parents. Multivariate and univariate statistics were used to test differences between two groups: an experimental group that received individualized fables as child-focused feedback and a control group. Children in the experimental group reported a greater sense of learning about themselves, a more positive relationship with their assessor, a greater sense of collaboration with the assessment process, and a sense that their parents learned more about them because of the assessment than did children in the control group. Parents in the experimental group reported a more positive relationship between their child and the assessor, a greater sense of collaboration with the assessment process, and higher satisfaction with clinic services compared to the control group. Limitations to the study, implications for assessment practice with children, and future directions for research are discussed. / text

The purpose of this play is to dramatize the fable of a city mouse and her cousin in the country, and the differences in their lifestyles. Through visits to each other's respective homes, the mice discover that there is more to life than what their own environment has to offer.

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This dissertation examines the concept of vernacular translation in the Middle Ages, focusing on the French and English beast fable.

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