Thesis (Ph. D.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 102-104). Also available via the Internet.

Revisión por pares

Esta tese tem como proposta uma leitura de aspiração ensaística da correspondência entre os escritores Carlos Drummond de Andrade e Mário de Andrade durante o Modernismo, entre 1924 e 1929, com destaque para a afirmação da identidade do poeta brasileiro em sua relação com o nacionalismo. A correspondência, abordada como diálogo epistolar, é analisada cronologicamente, relacionando os temas propostos à produção artística dos escritores. A troca de opinião sobre originais dos próprios autores é um dos focos da análise do texto, em especial as cartas que envolvem a gênese do livro Alguma poesia, publicado por Carlos Drummond de Andrade em 1930. As cartas têm como antecedente o cuidado de si, oriundo da cultura greco-romana, exercido pelos antigos filósofos como um exercício espiritual e de reflexão sobre o cotidiano. Desse modo, a partir do convite epistolar de devotar-se ao Brasil feito por Mário, Carlos elabora poemas como respostas, em um diálogo que ganha permanência poética / This dissertation presents a reading of the correspondence between the writers Carlos Drummond de Andrade and Mario de Andrade from 1924 to 1929, during the Modernism period, highlighting the identity assertion from the Brazilian poet in relation to nationalism. The mentioned correspondence is approached as an epistolary dialogue and it is chronologically analised relating the topics of literary works of both writers. The exchange of opinions between the writers about their own original texts is one of the focus of the reading presented here, including commentaries about Alguma poesia, published in 1930 by Carlos Drummond de Andrade. The letters are associated by the author of this text to the idea of "the care of the self", proposed by Michel Foucault. The writers epistolary dialogue is determined and associated to their literary production especially considering the poetic work. Therefore from the epistolary invitation done by Mario to devote himself to Brazil, Carlos elaborated poems as answers. These answers remain in his poetry work

Esta tese tem como proposta uma leitura de aspiração ensaística da correspondência entre os escritores Carlos Drummond de Andrade e Mário de Andrade durante o Modernismo, entre 1924 e 1929, com destaque para a afirmação da identidade do poeta brasileiro em sua relação com o nacionalismo. A correspondência, abordada como diálogo epistolar, é analisada cronologicamente, relacionando os temas propostos à produção artística dos escritores. A troca de opinião sobre originais dos próprios autores é um dos focos da análise do texto, em especial as cartas que envolvem a gênese do livro Alguma poesia, publicado por Carlos Drummond de Andrade em 1930. As cartas têm como antecedente o cuidado de si, oriundo da cultura greco-romana, exercido pelos antigos filósofos como um exercício espiritual e de reflexão sobre o cotidiano. Desse modo, a partir do convite epistolar de devotar-se ao Brasil feito por Mário, Carlos elabora poemas como respostas, em um diálogo que ganha permanência poética / This dissertation presents a reading of the correspondence between the writers Carlos Drummond de Andrade and Mario de Andrade from 1924 to 1929, during the Modernism period, highlighting the identity assertion from the Brazilian poet in relation to nationalism. The mentioned correspondence is approached as an epistolary dialogue and it is chronologically analised relating the topics of literary works of both writers. The exchange of opinions between the writers about their own original texts is one of the focus of the reading presented here, including commentaries about Alguma poesia, published in 1930 by Carlos Drummond de Andrade. The letters are associated by the author of this text to the idea of "the care of the self", proposed by Michel Foucault. The writers epistolary dialogue is determined and associated to their literary production especially considering the poetic work. Therefore from the epistolary invitation done by Mario to devote himself to Brazil, Carlos elaborated poems as answers. These answers remain in his poetry work

Title: Bank Guaranty The thesis deals with the topic of bank guaranty and its legal regulation in the Czech legal system. The purpose of this thesis is to give comprehensive characteristic of the most important parts of the bank guaranty, relations which are created during its usage and its particular types. The thesis can be subdivided into two parts. First part consisting of chapters 1 to 3 is a theoretical part. The second part deals with the bank guaranty from the practical point of view, including dividing of bank guaranty on particular types. First chapter deals with the general issues of security instruments, their nature, content and functions. Second chapter contains characteristic of legal regulation of bank guaranty in the Commercial Code and its comparison with previous Act. European law and general international law regulation is also part of this chapter. Third chapter deals with theoretical analysis of all substantial factors regarding bank guaranty. Process of its creation and formal and content to requirements are described in this chapter. Attention is paid to characteristic of all subjects appearing within bank guaranty and to relations created between this subjects subsequently. Process of exercising claims arising from bank guaranty and regulation of admitted objections against...

The study examined the relationship between reversals and several factors in 141 Grade 2 mainstream learners from average classes in Department of Education schools. The sample consisted of 77 female learners and 64 male learners. 55 of the 141 learners were older than 8 years and 131 of the 141 learners were right-handed.The study made use of correlational research where two or more variables are compared by measuring differences and looking for a relationship. Incorrect letter formation, gender and reversals in reading showed a statically significant difference between the group who had reversals compared to the group that did not have reversals in the class program that was used to identify learners with reversals. Furthermore the data collected only on the learners with reversals showed a mean scaled that was below average for position in space, figure ground and visual closure as well as for the motor-reduced quotient of the Developmental Test of Visual Perception -2. This group also displayed a high percentage of learners with difficulty with directionality as well as with crossing their midline. The results of the study were limited by the research design, as well as the lack of standardized tests available to test some aspects. Difficulty in gaining permission from parents to include learners in the study was also experienced which limited the final sample size. Further studies focussing on the treatment of the factors that showed a statistically significant relationship with reversals was recommended as well as placing more emphasis correct letter formation when teaching handwriting and publishing the results of this study in a journal accessible to educators and therapists was recommended. Copyright / Dissertation (MOccTher)--University of Pretoria, 2009. / Occupational Therapy / unrestricted

No abstract available. / Dissertation (MA(Theology))--University of Pretoria, 2008. / New Testament Studies / unrestricted

Cette thèse présente un ensemble d’études examinant l’influence de la connaissance du nom des lettres sur l’apprentissage et la connaissance du son des lettres. Deux études sont consacrées à la place de la connaissance de la forme des lettres dans la relation entre nom et son des lettres. Les études ont été menées auprès de prélecteurs francophones âgés de 3 à 6 ans et scolarisés en école maternelle. L’objectif de la première étude (Etude 1) était de décrire la connaissance du nom des lettres avec l’âge et d’identifier des facteurs d’apprentissage. Les résultats ont révélé une influence de la fréquence, du prénom, de l’ordre alphabétique, du type et de la structure du nom des lettres. Le nom des lettres de type èC ou VC (e.g., F, L…) ou non acrophonique était mieux connu que le nom des lettres de type Cé .ou CV (e.g., B, D…) ou de type MR (C, G…). L’étude 2 examine l’influence de la structure du nom des lettres sur la connaissance du nom et du son des lettres. Les résultats ont montré la même influence de la structure du nom des lettres sur la connaissance du nom que dans l’étude 1. L’influence de la structure du nom des lettres sur la connaissance du son des lettres est différente : le son des lettres de type Cé ou CV ou acrophoniques était mieux connu que le son des lettres èC ou VC et MR. Ces résultats suggèrent que le meilleur apprentissage du son des lettres de type Cé n’est pas dû à une familiarité générale. Le chapitre 3 de la thèse présente une étude qui examine l’effet de facilitation nom-son. Le son des lettres a été enseigné systématiquement à des enfants qui se distinguaient par leur connaissance du nom des lettres. Les enfants connaisseurs du nom des lettres apprenaient plus facilement le son des lettres que les enfants non connaisseurs du nom. Un effet de la structure du nom des lettres chez les enfants connaisseur du nom montrait que le son des lettres dont le nom contient le son de la lettre (CV et VC) était mieux appris que le son des lettres dont le nom ne contient pas le son de la lettre (MR). La connaissance du nom des lettres et la conscience phonologique contribuaient à une part de variance spécifique de l’apprentissage du son des lettres, avec une contribution supérieure de la connaissance du nom des lettres. Les études du chapitre 4 examinent le développement de la sensibilité au son des lettres à partir de la connaissance du nom des lettres dans des tâches d’identification de syllabes (Etude 4), de lettres (Etude 5) et de phonèmes (Etude 6). Les enfants identifiaient au-delà du hasard les syllabes, lettres et phonèmes. Un effet de la structure du nom des lettres est apparu : les lettres dont le son est relié au nom (CV et VC) étaient mieux identifiées que les lettres dont le son n’est pas ou pas clairement relié au nom (MR). Le chapitre 5 (Etude 7) explore les liens entre connaissance du nom des lettres et connaissance de la forme des lettres à partir de tâches de catégorisation de lettres, de discrimination de la forme des lettres et de reconnaissance immédiate des lettres. Les enfants connaisseurs du nom des lettres étaient également de meilleurs connaisseurs de la forme des lettres. Ils catégorisaient, discriminaient et reconnaissaient mieux et plus vite les formes de lettre que les enfants non connaisseurs du nom. Enfin, le dernier chapitre présente une étude expérimentale (Etude 8) qui examine l’influence de la connaissance préalable de la forme des lettres sur l’apprentissage du nom et du son des lettres. L’étude n’a pas révélé d’influence de la connaissance préalable de la forme des lettres sur l’apprentissage des associations forme-nom et forme-son. L’ensemble des études apporte des informations originales sur l’effet de facilitation nom-son et sur l’influence de la connaissance de la forme des lettres au sein de cette relation. / This thesis introduces studies which examined the influence of letter-name knowledge to letter-sound knowledge and learning. Two studies were designed to examine the role of letter-shape knowledge in the relation between letter-name and letter-sound. These studies were conducted with French prereaders aged from 3 to 6 years old. The aim of the first study (Study 1) was to describe letter-name knowledge and to identify learning factors. Results revealed an influence of letter frequency, of first name, of alphabetical order and of letter-name structure. Letter names of èC or VC (e.g., F, L…) which correspond to non-acrophonic letter-name structure, were better known than letter-name of Cé or CV (e.g., B, D) or MR (C, G…). Study 2 examined the influence of letter-name structure to letter-name and letter-sound knowledge. Results showed the same influence of letter-name structure on letter-name knowledge as in Study 1. The influence of letter-name structure was different on letter-sound knowledge: The sounds of Cé or CV, or acrophonic letter-name structure, were better known than the sounds of èC or VC and MR letter-name structure. These results suggest that the learning of Cé sounds is not due to general familiarity. Chapter 3 introduces a study that examined the name-to-sound facilitation effect. Children differing in their letter-name knowledge were systematically taught letter-sound. Children with letter-name knowledge learned more easily letter sounds than did children with no letter-name knowledge. A letter-name structure effect was found for children with letter-name knowledge , indicating that the sound of CV and VC letter-name structure was better learned than the sound of MR letter-name structure. Letter-name knowledge and phonological awareness contributed to a specific part of variance in letter-sound learning, with a higher contribution of letter-name knowledge. The studies of chapter 4 examined the development of letter-sound sensitivity from letter-name knowledge using syllable identification (Study 4), letter identification (Study 5) and phoneme identification tasks (Study 6). Syllables, letters and phonemes were identified beyond chance level by children. A letter-name structure effect appeared: CV and VC letters were better identified than MR letters. Chapter 5 (Study 7) explored the links between letter-name knowledge and letter-shape knowledge using letter categorization tasks, letter-shape discrimination tasks and letter immediate recognition tasks. Children with letter-name knowledge had the best letter-shape knowledge. They categorized, discriminated and recognized shapes more exactly and more rapidly than did children with no letter-name knowledge. Finally, the last chapter introduced an experimental study (Study 8) designed to examine the influence of prior letter-shape knowledge on both letter-name and letter-sound learning. This study revealed no influence of prior letter-shape knowledge on either letter-name learning or letter-sound learning. As a whole, these studies provide new information concerning the name-to-sound facilitation effect and the influence of letter-shape knowledge in this relation.

M.Phil. (Optometry) / Please refer to full text to view abstract

Adèle Hugo est née entre deux révolutions, l’une littéraire, l’autre politique. La dernière-née Hugo a été annoncée par son père comme « un ouvrage promettant de vivre ». Nous nous sommes laissés enseigner par la position subjective de la jeune femme et nous avons pu repérer comment à partir de cette inscription, assignation en tant qu’objet, Adèle s’estconstruite. Sa vie fut marquée de ruptures, la première se fit à sa naissance, la séparation de ses parents ; puis ce fut le mariage et le décès de sa soeur ; et enfin l’exil, celui imposé par son père, puis les siens. Adèle qui n’était pas la préférée d’aucun de ses parents a tout mis en oeuvre pour devenir, elle aussi « la fille exceptionnelle » de cet homme hors ducommun. En vain. C’est en écrivant, dans une « langue nouvelle » qu’elle confie ses états d’âme. Son écrit, travail de la lettre lui permet de maintenir une existence presque normale, jusqu’au jour où elle a rencontré le lieutenant Pinson et que sa soeur par la pratique spirite lui dicta sa conduite : « ma soeur, aime-le ! » / Adèle Hugo was born between two revolutions : the literary one and the political one known as The French Revolution. The last-born, she has been introduced by her father as « a work promising to live ». We learnt thanks to Adèle how a fore-written inscription, this ascription as an object, determined the young woman’s subjective position; therefore,we have been able to see her psychic construction. Her life had been marked by many breaks. The first one, at birth, her parents get assunder ; the second was the mariage and the death of her sister, then the imposed exile by her father, and at last her own exiles. Adèle who was not the favorite daugther, made all her best to become « the exceptional daugther » of this extraordinary man. To no avail. Writing in « a new langage », she consignes her spirit. Her writing, work of the letter, allowed her to have a nearly normal life, till the day she met Leutenant Pinson ; her sister, through spiritism told her « mysister, love him ! »