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261	Topografické mapování skalních útvarů s využitím dat leteckého laserového skenování / Topographic mapping of rock formations with the use of airborne laser scanning data Lysák, Jakub January 2016 (has links) Abstract This thesis focuses on topographic mapping of rock formations with the use of new technologies in a comprehensive manner, from airborne laser scanning (ALS) data acquisition and processing in rocky terrains, followed by their processing to the content of topographic databases and their cartographic processing in maps. The introduction discusses issues of importance for practice, and the relation between topographic mapping of rocks and other fields of human activity. The ALS section describes products for topographic mapping of rocks derived from ALS data, and discusses the specifics of ALS data acquisition and processing in wooded rugged terrain. Existing solutions of this problem are explained and their limitations are identified. Author's own approaches to solving this task are presented as case studies, including three made a further three designed experiments with ALS data processing and evaluation of their results. Recommendation regarding mapping of sandstone landscapes in Czechia have been also addressed. The topographic section describes the current representation of rocks and related objects in the ZABAGED database (Czech national digital topographic database), explains the historical context, analyzes this data and identifies their shortcomings in relation to the ALS. Research...
262	Institutionnalisation de formations francophones en contexte non francophone : politiques curriculaires et statut du français : l'université Galatasaray en Turquie (1992-2012) : une étude de cas élargie à d'autres formations en Europe orientale / Institutionalization of training programs in French in a non French-speaking context : curricular policies and status of the French language : Galatasaray University, Turkey (1992-2012) : a case study, extended to other training programs in Eastern Europe Troncy, Christel 13 December 2016 (has links) Comment s'’institutionnalise dans la durée le statut du français comme langue d’'enseignement dans des formations universitaires en contexte non francophone ? L’'hypothèse principale est celle d’'une faible institutionnalisation du statut curriculaire du français en contexte non francophone, due notamment aux acteurs producteurs de la politique curriculaire universitaire, de moins en moins engagés dans un curriculum en français.L’'étude de l’'évolution de la politique curriculaire de l’'université Galatasaray - université créée en 1992 sur la base d’'un accord franco-turc - est envisagée selon une démarche qualitative et inductive, au moyen d’'une étude de cas élargie à d’'autres formations francophones, de moindre ampleur, mais créées à la même période au tournant des années 1980-1990 en Turquie et dans d’'autres pays d’Europe orientale. L’'étude s’'appuie sur un vaste corpus de données d’'archives et de données d’'entretiens. Les différents éléments recueillis sur plusieurs formations, permettent de mettre à jour des processus d’'institutionnalisation initiaux du statut du français communs à ces formations et à l’'université Galatasaray. Toutes sont représentatives d’'une période particulière, de courte durée, propice à un mouvement de création de formations universitaires francophones dans ces contextes globalement non francophones d’'Europe orientale.Dans la majorité des cas, à des degrés divers, vingt ans après, le statut du français apparaît d’autant plus instable que les réseaux d’'acteurs producteurs de la politique curriculaire universitaire sont faibles et que le statut du français est de moins en moins consensuel. / How does the status of the French language as the teaching language for the courses become institutionalized in academic training programs, within a non French-speaking context? The main assumption is that of a weak institutionalization of the curricular status of the French language in a non French-speaking context, due in particular to the players, who generate the academic curricular policy while being less and less committed to a curriculum in French.The study of the curricular policy evolution at Galatasaray University — a university created in 1992 on the basis of a franco-turkish agreement is —considered along the lines of a qualitative and inductive approach, by means of a case study extended to other training programs in French, of a lesser scope but created during the same era, at the turn of the 1980s-1990s in Turkey and in other Eastern Europe countries. The study relies on a vast corpus of archival data and interview-gathered data. The elements concerning the selected training programs enable us to bring to light some initial institutionalization processes of the status of the French language, that are common to these training programs and to Galatasaray University. All are representative of a particular era, of short lasting, propitious for a movement of academic training programs creation, in French, within these globally non French-speaking contexts in Eastern Europe. In the majority of cases, at various degrees, twenty years later, the status of the French language appears all the more unstable that the networks of players who generate the curricular academic policy are weak, and that the status of the French language is less and less consensual. Politiques linguistiques éducatives Francophonie Statut curriculaire du français Université Galatasaray Formations universitaires francophones Turquie Europe orientale Réseaux d'acteurs Etude de cas élargie Educational linguistics policies Curricular status of the french language Galatasaray university Turkey Eastern europe Networks of players Extended case study 306.449 561
263	The carceral in literary dystopia: social conformity in Aldous Huxley’s Brave new world, Jasper Fford’s Shades of grey and Veronica Roth’s Divergent trilogy Chamberlain, Marlize 02 1900 (has links) Includes bibliographical references (leaves 123-127) / This dissertation examines how three dystopian texts, namely Aldous Huxley’s Brave New World, Jasper Fforde’s Shades of Grey and Veronica Roth’s Divergent trilogy, exhibit social conformity as a disciplinary mechanism of the ‘carceral’ – a notion introduced by poststructuralist thinker Michel Foucault. Employing poststructuralist discourse and deconstructive theory as a theoretical framework, the study investigates how each novel establishes its world as a successful carceral city that incorporates most, if not all, the elements of the incarceration system that Foucault highlights in Discipline and Punish. It establishes that the societies of the texts present potentially nightmarish future societies in which social and political “improvements” result in a seemingly better world, yet some essential part of human existence has been sacrificed. This study of these fictional worlds reflects on the carceral nature of modern society and highlights the problematic nature of the social and political practices to which individuals are expected to conform. Finally, in line with Foucault, it postulates that individuals need not be enclosed behind prison walls to be imprisoned; the very nature of our social systems imposes the restrictive power that incarcerates societies / English Studies / M.A. (English Studies) Dystopia Utopia Science fiction Social systems Social conformity Post-structuralism Michael Foucault Jacques Derrida Future societies Satire Prison Dystopian fiction Young adult dystopian fiction Imprisonment Power Hegemony Discipline Docility Carceral Discourse Discursive formations 809.93372 Roth, Veronica -- Themes, motives Roth, Veronica. Shades of grey Fforde, Jasper -- Themes, motives Fforde, Jasper -- Shades of grey Dystopias in literature Science fiction -- Themes, motives Future, The, in literature Conformity in literature
264	Caledon Township: A Geographical Appreication Davies, Leonard Llewellyn 02 1900 (has links) No abstract provided / Thesis / Bachelor of Arts (BA)
265	Too foul and dishonoring to be overlooked : newspaper responses to controversial English stars in the Northeastern United States, 1820-1870 Smith, Tamara Leanne 30 September 2010 (has links) In the nineteenth century, theatre and newspapers were the dominant expressions of popular culture in the northeastern United States, and together formed a crucial discursive node in the ongoing negotiation of American national identity. Focusing on the five decades between 1820 and 1870, during which touring stars from Great Britain enjoyed their most lucrative years of popularity on United States stages, this dissertation examines three instances in which English performers entered into this nationalizing forum and became flashpoints for journalists seeking to define the nature and bounds of American citizenship and culture. In 1821, Edmund Kean’s refusal to perform in Boston caused a scandal that revealed a widespread fixation among social elites with delineating the ethnic and economic limits of citizenship in a republican nation. In 1849, an ongoing rivalry between the English tragedian William Charles Macready and his American competitor Edwin Forrest culminated in the deadly Astor Place riot. By configuring the actors as champions in a struggle between bourgeois authority and working-class populism, the New York press inserted these local events into international patterns of economic conflict and revolutionary violence. Nearly twenty years later, the arrival of the Lydia Thompson Burlesque Troupe in 1868 drew rhetoric that reflected the popular press’ growing preoccupation with gender, particularly the question of woman suffrage and the preservation of the United States’ international reputation as a powerfully masculine nation in the wake of the Civil War. Three distinct cultural currents pervade each of these case studies: the new nation’s anxieties about its former colonizer’s cultural influence, competing political and cultural ideologies within the United States, and the changing perspectives and agendas of the ascendant popular press. Exploring the points where these forces intersect, this dissertation aims to contribute to an understanding of how popular culture helped shape an emerging sense of American national identity. Ultimately, this dissertation argues that in the mid-nineteenth century northeastern United States, popular theatre, newspapers, and audiences all contributed to a single media formation in which controversial English performers became a rhetorical antipode against which “American” identity could be defined. / text Actors Acting Alabama claims Anglophobia Astor Place Riot Audience Audiences Bowery Boys Burlesque Citizenship Class Controversy Democratic Party Kean, Edmund Forrest, Edwin England Femininity Feminism Gender Great Britain Rynders, Isaiah Jewish American identity Jews United States Identity Journalism Thompson, Lydia Masculinity Media Media formations Melodrama Walsh, Mike Noah, Mordecai National Advocate National identity Nationalism New York New York Herald New York Tribune Newspapers Nineteenth century Northeastern United States Logan, Olive Performance Popular culture Popular press Mass print media Republican Party Revolution, 1848-1849 Rhetoric Scandal Shakespeare Spirit of the Times Suffrage Nativism Theatre Touring stars Whig Party Macready, William Charles Richard III (play) Merchant of Venice Shylock

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