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The Global ETD Search service is a free service for researchers
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 201 to 208 of 208 (0.009 seconds)| 201 |
Fantastic School Stories: The Hidden Curriculum of Learning MagicSuttie, Megan January 2021 (has links)
This dissertation presents a holistic framework for approaching fantastic school stories: that is, narratives which feature the protagonist’s education in magic. This three-part framework attends to the ways in which the fantastic school story subgenre draws upon the characteristics and possibilities of the school story genre, fantastic literature, and representations of education – in which a hidden curriculum is always inherently present – to create unique opportunities for representing and foregrounding issues and structures within educational institutions and the relationship between education and power. Employing this lens allows for a more nuanced and complex consideration of the impact of fantastic elements in these narratives, examining the ways in which such elements exaggerate, embody, or enforce underlying ideologies and norms and offer encouragement to readers to interrogate these aspects of the text and the mundane educational experiences they encounter. This framework is then used to analyse representative texts in the subgenre and explicate the hidden curriculum of each: ideologies of immutable gender and identity in Jane Yolen’s Wizard’s Hall; the use of testing as a gatekeeping measure to reinforce Pureblood supremacy in J.K. Rowling’s Harry Potter series; the prerequisite of economic capital to access education, undermining the myth of post-secondary studies as social mobility, in Patrick Rothfuss’s Kingkiller Chronicles; the violence of imperial educational institutions in Lev Grossman’s Magicians trilogy; and the vocational habitus of witchcraft, including gendered divisions and expectations of personal sacrifice, on the Discworld in Terry Pratchett’s “Tiffany Aching” quintet. This framework and these illustrative analyses, by explicating the structures underlying the protagonists’ education and the ways in which they are thereby limited, participate in the projects of developing an emancipatory approach to children’s literature and in consciousness-raising regarding hidden curricula in education. / Dissertation / Doctor of Philosophy (PhD) / Texts in the fantastic school story subgenre – that is, narratives about a young person learning how to use magic, often at a school – are a valuable opportunity to explore the relationship between power and education. Here, I present a three-part approach for reading these texts which looks at how these narratives combine elements of the school story genre, fantasy literature, and representations of education to create a unique format. This unique format makes it easier for readers to see underlying structures and issues in education by making familiar elements feel unfamiliar through the addition of magic. I then use this three-part approach to analyse fantastic school stories by Lev Grossman, Terry Pratchett, Patrick Rothfuss, J.K. Rowling, and Jane Yolen. Reading the texts through this lens brings forward issues related to education like gate-keeping, socioeconomic status, imperialism, and gendered norms and divisions.
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Canonical Decomposition of Wing Kinematics for a Straight Flying Insectivorous BatFan, Xiaozhou 22 January 2018 (has links)
Bats are some of the most agile flyers in nature. Their wings are highly articulated which affords them very fine control over shape and form. This thesis investigates the flight of Hipposideros Pratti. The flight pattern studied is nominally level and straight. Measured wing kinematics are used to describe the wing motion. It is shown that Proper Orthogonal Decomposition (POD) can be used to effectively to filter the measured kinematics to eliminate outliers which usually manifest as low energy higher POD modes, but which can impact the stability of aerodynamic simulations. Through aerodynamic simulations it is established that the first two modes from the POD analysis recover 62% of the lift, and reflect a drag force instead of thrust, whereas the first three modes recover 77% of the thrust and even more lift than the native kinematics. This demonstrates that mode 2, which features a combination of spanwise twisting (pitching) and chordwise cambering, is critical for the generation of lift, and more so for thrust. Based on these inferences, it is concluded that the first 7 modes are sufficient to represent the full native kinematics.
The aerodynamic simulations are conducted using the immersed boundary method on 128 processors. They utilize a grid of 31 million cells and the bat wing is represented by about 50000 surface elements. The movement of the immersed wing surface is defined by piecewise cubic splines that describe the time evolution of each control point on the wing.
The major contribution of this work is the decomposition of the native kinematics into canonical flapping wing physical descriptors comprising of the flapping motion, stroke-plane deviation, pitching motion, chordwise, and spanwise cambering. It is shown that the pitching mode harvests a Leading Edge Vortex (LEV) during the upstroke to produce thrust. It also stabilizes the LEV during downstroke, as a result, larger lift and thrust production is observed. Chordwise cambering mode allows the LEV to glide over and cover a large portion of the wing thus contributing to more lift while the spanwise cambering mode mitigates the intensification of LEV during the upstroke by relative rotation of outer part of the wing ( hand wing ) with respect to the inner part of the wing ( arm wing).
While this thesis concerns itself with near straight-level flight, the proposed decomposition can be applied to any complex flight maneuver and provide a basis for unified comparison not only over different bat flight regimes but also across other flying insects and birds. / MS
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Vers une pédagogie des temps faibles : étude sur les processus d'autonomisation en classe maternelle dans le cadre des espaces-temps intersticiels / Towards a pedagogy of “low times” : study of kindergarten empowerment process in the context of interstitial time and spaceRaab, Raphaelle 09 July 2015 (has links)
Notre thèse étudie les conditions favorables à l’autonomisation scolaire des élèves. L’étude empirique est menée en grande section de maternelle. Dans la plupart des situations de formation, les temps « d'autonomie » sont structurellement inévitables puisque le formateur ne peut être présent pour tous à chaque instant. Nous nous intéressons aux temps de classe au cours desquels l’enseignant n’intervient pas directement, soit parce qu’il n’est pas disponible, soit parce qu’il se retire volontairement de la situation. Nous les appelons temps faibles en raison de cette faible présence de l’enseignant : l’élève doit agir en fonction de ses propres forces, sans l’intervention directe du maître pour réguler l’apprentissage et les comportements. Il appert que les élèves n’y sont pas naturellement autonomes : laissées au hasard de capacités acquises hors l’école, les activités dites « en autonomie » contribuent à creuser les écarts entre les élèves face aux savoirs qui leurs sont proposés. L’autonomie ferait partie de ces comportements implicitement attendus et « davantage supposés ou requis par les enseignants que construits dans, avec et par l’école ». Comment penser le processus d’autonomisation scolaire et comment l’opérationnaliser en contexte ordinaire de classe ? Nous cherchons les outils, les leviers, les interactions et les dispositifs qui permettraient aux élèves, – à tous les élèves – de profiter des temps faibles au bénéfice de leurs apprentissages. Les données sont recueillies dans 14 classes sur 117 demi-journées d’observation directe, puis traitées à l’aide de l’analyse par les catégories conceptualisantes (Paillé, 2012). Dans la perspective (socio)constructiviste de l’apprentissage, pour construire un savoir nouveau, l’élève doit rencontrer un obstacle dans la réalisation de la tâche, l’apprentissage résultant du dépassement de celui-ci. Nous relevons des comportements différenciés face à l’obstacle dans les ateliers en autonomie : certains élèves entrent dans des conduites d’évitement, refusant d’affronter cet obstacle, s’en trouvant détournés en amont ou bien le contournant. D’autres, au contraire, entrent dans des conduites de ressources pour le dépasser et construire de nouvelles connaissances. En cours d’étude apparaissent des dynamiques remarquables : certains élèves, d’habitude « évitants », rejoignent ou se maintiennent parfois dans des conduites de ressources. L’étude de ces « exceptions notables » fait émerger les conditions favorables ayant permis leur dynamique particulière en termes d’outils, d’activités, d’interactions et de dispositifs. Ce qui aura pu fonctionner au bénéfice des exceptions notables pourrait être exploité comme levier pédagogique durable au bénéfice de tous. Ces conditions deviennent alors supposées favorables et sont réinvesties dans des dispositifs expérimentaux afin d’observer si elles produisent les effets attendus, dans quelle mesure et selon quelles limites (analyse des dispositifs expérimentaux par une adaptation du modèle systémique d’Engeström, 1987). Il apparait clairement que le processus d’autonomisation, en contexte scolaire de classe hétérogène et nombreuse, s’observe et se construit de façon privilégiée dans les temps faibles de la structuration pédagogique et leur articulation avec les temps forts, notamment les retours collectifs sur ateliers. Une pédagogie des temps faibles supposerait que soit accordé à ceux-ci un véritable statut pédagogique, en tant qu’étape et instrument essentiels au processus d’autonomisation scolaire. Une telle pédagogie supposerait également d’organiser avec soin les interventions de l’enseignant en mode opératoire indirect, au travers d’un dispositif de classe qui le relaie et dont les différentes dispositions (outils, règles, activités, interactions) peuvent « être appropriées » par l’élève comme instruments psychologiques pour agir sur lui-même, en première personne. ..... / This dissertation studies favorable conditions to empowerment of pupils. The empirical study was carried out in the final year of kindergarten. In most learning/teaching situations, "autonomy moments" are structurally inevitable since the teacher cannot be systematically available to everyone all the time. Interest is focused on moments during which the teacher does not directly intervene, either because he/she is not available or because he/she voluntarily withdraws from the learning situation. We call these moments "low times" because of the teacher's low presence: during these specific moments, each student responds according to his own strengths without the teacher's direct intervention to regulate both learning and behavior. It appears that students are not naturally autonomous: when left unattended, the so-called "autonomous" learning activities contribute to widening the knowledge gap between students in learning situations. Autonomy would be part of this implicitly expected behavior and is "all the more expected and required from teachers rather than being constructed in, with and by school". How can student empowerment be perceived and operationalized in an ordinary class context? Our goal is to identify tools, levers, interactions and devices which enable students to benefit from "low times" for their own learning. The data are collected in 14 classes in 117 half-days of direct observation. Socio-constructivist approach to learning suggests that in order to construct new knowledge, the student must encounter an obstacle in the course of accomplishing his task. Learning results from overcoming this obstacle. We highlight differentiated behaviors of students when facing obstacles in autonomy classroom workshops: some resort to avoidance strategies and refuse to deal with this obstacle by bypassing or circumventing it. Conversely, others draw on (their own) resources in order to overcome it and construct new knowledge. During the study period, remarkable dynamics appear: some students, with usually an "avoidant" attitude, join or maintain a "drawing on resource conduct". The study of the "notable exceptions" leads to the emergence of the favorable conditions which fostered this particular dynamic in terms of tools, activities, interactions and devices. What would have worked to the benefit of the notable exceptions could be further used as a sustainable and pedagogical lever to the benefit of all students. These conditions become then supposedly favorable and are reinvested in experimental devices in order to see if they produce the expected effects, to which extent and within what limits? Il clearly appears that the empowerment process, in classroom context of a large and heterogeneous class, is developed in a special way in "low times" of pedagogical structuration and their articulation with "strong times", notably collective feedbacks on workshops. A pedagogy of "low times" entails providing the teacher with substantial pedagogical status, which would be a crucial step as well as an instrument in the school empowerment process. Such pedagogy would also entail carefully organizing teacher's intervention in an indirect mode, through a class device which would relay it through its various dispositions (tools, rules, activities, interactions). The student would then internalize these dispositions as psychological instruments in referring to oneself in the first person. This pedagogy would finally entail a redefinition of teacher's role: his/her apparent "absence" from the situation which would paradoxically become, a teaching-learning tool to the benefit of school empowerment.
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Chalkedonský sněm z pohledu křesťanské Orthodoxie a monofyzitské Koptské ortodoxní církve. / The Council of Chalcedon from the point of view of Christian Orthodoxy and the Monophysite Coptic Orthodox Church.David, Miloš January 2020 (has links)
The thesis deals with the comparison attitudes of two Eastern Christian traditions - Orthodox and Coptic to 4th ecumenical council, which held in 451 in Chalcedon. The Monophysite, or Non- Chalcedonian, Coptic Orthodox Church regards it as return to the heterodox teaching called Nestorianism whilst Eastern Orthodox Church this council considers in accordance with the Orthodox doctrine. For Orthodox Christians Chalcedon represents the breakthrough for a refinement of the Christology, concretely in the doctrine about two natures - divine and human - in single person of Christ which the Copts regard as return to Nestorian heresy which due to its dualism interfered the integrity of the person of Christ. The thesis puts forward the insight into the Council of Chalcedon from both perspectives objectively. The thesis is based on authors which represent Orthodox and Coptic traditions but also on these who researched this issue solely from a historical-theological point of view. I have noted reasons - theological and non-theological - why the Copts reject to accept conclusions of this ecumenical council to this day, among other things. I have tried to point out that Monophysitism, or Miaphysitism - whose way the Copts follow - is not only a heretical teaching from the Orthodox theological point of view but...
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Comment en sommes-nous arrivés à « God Hates Fags » ? : analyse de la matrice des possibilités interprétatives de Lévitique 18,22 et 20,13Haskel-Martinez, Brandon 10 1900 (has links)
Historiquement et jusqu’à aujourd’hui, la Bible a été utilisée afin de justifier une homophobie, soit-elle religieuse ou laïque. Les passages de prédilection employés à cet effet sont le récit de Sodome et de Gomorrhe en Genèse (Gn) 19 et les interdits du Lévitique (Lv) en 18,22 et 20,13. Depuis au moins les travaux de Derrick Sherwin Bailey (1955), le récit de Genèse 19 est souvent interprété à travers le prisme du thème de l'inhospitalité au sein des traditions chrétiennes, plutôt qu’un interdit spécifique de l'homosexualité. En revanche, les extraits du Lévitique, en tant que textes de loi, présentaient un autre type d'autorité et ont eu droit à une réception distincte. Ainsi, selon une approche historique maximaliste, il serait considéré comme historiquement illégal pour un homme d'avoir des rapports sexuels avec un autre homme, sous peine de mort. Dans le cadre de ce mémoire, je propose d'explorer Lv 18,22; 20,13 et ses interprétations contemporaines, à partir d'une analyse exégétique et d’une excursion comparatiste en histoire des religions. En somme, quelles lectures pouvons-nous faire du Lévitique 18,22 et 20,13 concernant les relations sexuelles entre hommes à la lumière du contexte sociohistorique du Proche-Orient ancien ? / Historically and up to the present day, the Bible has been used to justify homophobia, whether religious or secular. The preferred passages employed for this purpose are the account of Sodom and Gomorrah in Genesis (Gen) 19 and the prohibitions in Leviticus (Lev) 18:22 and 20:13. Since at least the works of Derrick Sherwin Bailey (1955), the narrative of Genesis 19 has often been interpreted through the lens of the theme of inhospitality within Christian traditions, rather than as a specific prohibition of homosexuality. On the other hand, the Leviticus verses, as legal texts, held a different type of authority and received distinct reception. Thus, according to a maximalist historical approach, it would be considered historically illegal for a man to engage in sexual relations with another man, punishable by death. In the scope of this paper, I propose to explore Leviticus 18:22 and 20:13 and their contemporary interpretations through exegesis and a comparative excursion into the history of religions. Ultimately, what interpretations can we derive from Leviticus 18:22 and 20:13 regarding sexual relations between men in light of the sociohistorical context of the ancient Near East?
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Leseverstehen als Ausgangspunkt für die Entwicklung der Ausdrucks- und Schreibfertigkeiten / Reading comprehension as a starting point for the development of expression and writing abilitiesZatsepina, Nataliya 23 January 2009 (has links)
No description available.
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Interactive digital media displacement : digital imagery contextualised within deep remixability and remediation / Ukusetshenziswa kokususwa kwezithombe zezindaba zokusakaza ngedijithali : umfanekiso wedigithali owumongo ogxile ngokuxutshwa okujulile nokulungisa / Ukushenxisa imiboniso yedijithali ngentsebenziswano : imbonakalo yedijithali kwimeko yokuxubeka nzulu nokuhlaziywaVan Heerden, Carel Jacobus 01 1900 (has links)
Text in English, with abstracts and keywords in English, Zulu and Xhosa / Link to the dataset (catalogue): https://doi.org/10.25399/UnisaData.14101913.v1 / Digital image editing is rooted in the analog practices of photographic retouching from the late nineteenth century. This study interrogated how novel contributions of new media practice can inform understanding of the relationship between digital and analog media. The study also sought to explore new conceptual avenues in the creation of digital art that incorporates key aspects of both new and traditional media.
This study employed a literature review of selected discourses related to new media studies.
Specifically, the work of scholars Lev Manovich, Jay David Bolter, Richard Grusin, and Filipe Pais on the interplay between traditional and new media formed the cornerstone of the analysis. These discourses contextualise an analysis of several contemporary case studies
of digital artists, with a particular focus on John Craig Freeman and the Oddviz collective.
These works were selected for the way in which they destabilise conventional notions of digital photography in new media and the way digital content can be ‘displaced’ into a physical space. From this analysis several concepts arise that serve as distinguishing
markers for media displacement. These themes include embodiment, memory, identity formation, autotopography, and intermediality.
The dissertation concludes with an overview of my work that incorporates the concepts derived from my analysis of the case studies. It discusses how my exhibition Digital Tourist,
a mixed media installation, makes use of photogrammetry and AR to displace the private connections of an individual life into the public space of the gallery. / Ukuhlelwa kwezithombe zezindaba zedijithali kususelwe emikhubeni ye-analokhu yokuthwebula kabusha izithombe kusukela ngasekupheleni kwekhulu leshumi nesishiyagalolunye leminyaka.. Lolu cwaningo luphenye ukuthi iminikelo yenoveli emisha yokwenziwa kwezezindaba ezintsha zingakwazisa kanjani ukuqonda kobudlelwano phakathi kwezindaba zedijithali ne-analokhu. Ucwaningo luphinde lwafuna ukubheka izindlela ezintsha zomqondo ekwakhiweni kobuciko bedijithali obufaka izinndaba ezibalulekile kokubili
kwezokuxhumana nezendabuko ezintsha.
Izinkulumo ezikhethiwe ezihlobene nezifundo zezindaba ezintsha zibuyekeziwe.
Ngokuqondile, umsebenzi wezazi uLev Manovich, Jay David Bolter, Richard Grusin noFilipe Pais ekusebenzisaneni phakathi kwabezindaba bendabuko nabasha kwakha okuzobhekwa
ngqo uma kuhlaziywa. Lezi zinkulumo zigxila ekuhlaziyweni kwezifundo zamanje zamaciko edijithali, kugxilwe kakhulu kuJohn Craig Freeman kanye neqoqo le-Oddviz. Le misebenzi yakhethwa ngendlela yokuthi ingazinzisi imiqondo ejwayelekile yokuthwebula izithombe
zedijithali emithonjeni emisha kanye nokuthi okuqukethwe kwedijithali "kungahanjiswa kanjani" endaweni ebonakalayo. Ukusuka kulokhu kuhlaziywa kuvela imiqondo eminingana esebenza njengezimpawu ezihlukanisayo zokufuduswa kwabezindaba. Lezi zingqikithi
zifaka phakathi ukwakheka, inkumbulo, ukwakheka kobunikazi, ukuziphendulela kanye nokuzibandakanya.
Idezetheyishini iphetha ngokubuka konke ngomsebenzi wami ohlanganisa imiqondo esuselwe ekuhlaziyweni kwami kwezifundo zocwaningo. Ingxoxo ihlanganisa ukuthi umbukiso wami we-Zivakashi zeDijithali, ukufakwa kwabezindaba okuxubile, isebenzisa
uhlelo lokuthwebula olusebenzisa ulimi noma ifothogrametri ne-AR ukukhipha ukuxhumana kwangasese kwempilo yomuntu ngamunye endaweni yomphakathi yegalari. / Ukuhlela imifanekiso yedijithali yinkqubo eyendeleyo, nowaqalwa kwiminyaka yokugqibela yenkulungwane yeshumi elinethoba, kwimisebenzi yezifaniso/yeanalogu ekuhlaziyweni kweefoto. Esi sifundo siphonononga ukuba igalelo elikhethekileyo leendlela ezintsha
zonxibelelwano lwemiboniso/imidiya lingenza njani ukuqinisa ukuqonda unxulumano phakathi kwemiboniso yedijithali neyeanalogu. Kwakhona, esi sifundo sizama ukuphanda iindlela ezintsha ezisetyenziswa kubugcisa bedijithali neziquka imiba ephambili yemiboniso
yale mihla neyakudala.
From this analysis several concepts arise that serve as distinguishing markers for media displacement. These themes include embodiment, memory, identity formation, autotopography and intermediality. Kuphononongwe iingxoxo ezithile ezimalunga nezifundo
zemiboniso yale mihla. Kuqwalaselwe ngakumbi imisebenzi yeengcali ooLev Manovich, Jay David Bolter, Richard Grusin kunye noFilipe Pais malunga nonxulumano phakathi kwemiboniso yakudala neyale mihla njengesiseko solu hlalutyo. Ezi ngxoxo zifaka emxholweni uhlalutyo lwezifundo zokuzekelisa zale mihla malunga nabazobi bale mihla,
kugxininiswa kwindibanisela ka John Craig Freeman nekaOddviz. Le misebenzi ikhethwe ngenxa yokuba iyazichitha iingcinga eziqhelekileyo malunga nokufota ngedijithali kwimiboniso yale mihla nangendlela iziqulatho zedijithali “zinokushenxiswa” zisiwe kwindawo
ebambekayo. Olu hlalutyo luveze iingcinga eziliqela nezisebenza njengeempawu zoshenxiso lwemiboniso. Imixholo iquka imifuziselo, ukukhumbula, ukwenziwa kwesazisi, ukuzazisa ngezinto onazo, unxulumano phakathi kwemiboniso eyahlukeneyo Le ngxelo yophando igqibela ngokushwankathela umsebenzi wam ohlanganisa iingcinga
ezivele ekuhlalutyeni kwam izifundo ezingumzekelo. Ingxoxo ibonisa ukuba umboniso wengqokelela yemisebenzi yam owaziwa ngokuba yiDigital Tourist, ubusebenzise njani ubuchwepheshe ekuthiwa yifotogrametri (obokufumana ulwazi ngokuhlalutya imifanekiso)
ekushenxiseni unxulumano lwabucala lobomi bomntu ibubeke kwindawo ebonwa nguwonkewonke apho kubukwa imifanekiso neefoto (igalari). / https://doi.org/10.25399/UnisaData.14101913.v1 / Arts and Music / M.A. (Visual Arts)
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A Pragmatic Standard of Legal ValidityTyler, John 2012 May 1900 (has links)
American jurisprudence currently applies two incompatible validity standards to determine which laws are enforceable. The natural law tradition evaluates validity by an uncertain standard of divine law, and its methodology relies on contradictory views of human reason. Legal positivism, on the other hand, relies on a methodology that commits the analytic fallacy, separates law from its application, and produces an incomplete model of law.
These incompatible standards have created a schism in American jurisprudence that impairs the delivery of justice. This dissertation therefore formulates a new standard for legal validity. This new standard rejects the uncertainties and inconsistencies inherent in natural law theory. It also rejects the narrow linguistic methodology of legal positivism.
In their stead, this dissertation adopts a pragmatic methodology that develops a standard for legal validity based on actual legal experience. This approach focuses on the operations of law and its effects upon ongoing human activities, and it evaluates legal principles by applying the experimental method to the social consequences they produce. Because legal history provides a long record of past experimentation with legal principles, legal history is an essential feature of this method.
This new validity standard contains three principles. The principle of reason requires legal systems to respect every subject as a rational creature with a free will. The principle of reason also requires procedural due process to protect against the punishment of the innocent and the tyranny of the majority. Legal systems that respect their subjects' status as rational creatures with free wills permit their subjects to orient their own behavior. The principle of reason therefore requires substantive due process to ensure that laws provide dependable guideposts to individuals in orienting their behavior.
The principle of consent recognizes that the legitimacy of law derives from the consent of those subject to its power. Common law custom, the doctrine of stare decisis, and legislation sanctioned by the subjects' legitimate representatives all evidence consent.
The principle of autonomy establishes the authority of law. Laws must wield supremacy over political rulers, and political rulers must be subject to the same laws as other citizens. Political rulers may not arbitrarily alter the law to accord to their will.
Legal history demonstrates that, in the absence of a validity standard based on these principles, legal systems will not treat their subjects as ends in themselves. They will inevitably treat their subjects as mere means to other ends. Once laws do this, men have no rest from evil.
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