In this narrative study, I explored the creative process of songwriting from learners’ perspectives. Much literature regarding the creative process in songwriting is taken from the perspective of the instructor. In this study I have focused primarily on how the participants experienced songwriting from their perspective. I examined whether the participants’ backgrounds impacted their perceptions of songwriting, whether participants valued songwriting, whether meanings emerged from the songwriting process, and what strategies emerged through the process. Qualitative methods were used in gathering data, which included interviews, journals, conversations, observation field notes, e-mails, and songwriting artifacts. The data were coded through a cyclical series of transcription and analysis and slowly a research story began to emerge (Saldaña, 2009). The seven participants were worship and music majors at a southern Christian University in an undergraduate songwriting survey class. Through narrative I endeavored to restory their songwriting experiences based on the themes that emerged through the codifying process. Narrative analysis revealed that participants constructed meaning through the process of songwriting. The backgrounds of the participants helped in shaping the subjects of their songs often involving hardships. Participants storied the tension between the initial stage of songwriting and the revisions to follow. Songwriting became a narrative expression of their experience of spiritual awakening. Through reflection during the songwriting process they found greater connection with God. In the process the participants constructed their songs using tone painting to shape their melodies to express their lyrics and metaphors to enliven their lyrics. Participants made use of various recording devices to capture initial ideas before they forgot them, and noted a preference for working with pen and paper in the songwriting process. Where much of previous research focused on songwriting approaches and methods of instruction, this study found that participants enjoyed the meaning making aspects of songwriting and the spiritual connection with God that it brought them.

The thesis looks into the practice of song translation, which occupies a peripheral position in translation studies (TS) despite its commonplace occurrence and significant impact on the global spread of songs. Foreign songs enjoy enormous appeal in China, where different methods have been adopted to translate them with the aim of enhancing listeners’ full reception. In particular, the practice of writing Chinese lyrics anew and setting them to the foreign tunes regardless of the semantic relationship between the source text (ST) and the target text (TT) has proliferated over the past decades. Some translated songs capture the gist of the original lyrics omitting minor details whereas some sever their relations with the original. This blurs the boundaries between translation, adaptation and rewriting lyrics. Another noticeable phenomenon is the emergence of self-organising communities, whose involvement in translating song lyrics and circulating subtitled music videos (MVs) cannot be overlooked in today’s digital landscape. Song translation can be understood as a field with its own “rules of the game” and exchange of different forms of capital following a Bourdieusian perspective. Adopting a case study methodology, the thesis investigates the particular field of song translation with special reference to the translation practices of a veteran song translator named Xue Fan 薛范, online amateur translators, and a professional lyricist from Hong Kong called Albert Leung 林夕. These case studies have been conducted for providing an in-depth analysis of China’s song translation activities through time and the dynamics of the power relations in the field. To translate a song from one language and culture into another invariably involves the losses and gains of certain elements, given the song’s semiotic richness. Against this backdrop, the thesis attempts to examine how the interplay of different meaning-making modes in a song has been dealt with by different agents under various circumstances through close examination of the relationship between STs and TTs. This will allow a better understanding of the production, circulation and reception of song translations in respective historical, ideological and social contexts. It is hoped that the thesis can provide new insights into our understanding of ‘translation’ in relation to music, and further shed light on how translation evolves at the convergence of music and technology in the globalisation era.

ALENCAR, Valdetonio Pereira de. O significado dos nomes próprios. 2007. 98f. – Dissertação (Mestrado) – Universidade Federal do Ceará, Programa de Pós-graduação em Filosofia, Fortaleza (CE), 2007. / Submitted by Gustavo Daher (gdaherufc@hotmail.com) on 2017-09-27T12:10:48Z No. of bitstreams: 1 2007_dis_vpalencar.pdf: 478414 bytes, checksum: 3b9be3b826fbc0f421d30fca52f5a553 (MD5) / Approved for entry into archive by Márcia Araújo (marcia_m_bezerra@yahoo.com.br) on 2017-09-29T13:40:15Z (GMT) No. of bitstreams: 1 2007_dis_vpalencar.pdf: 478414 bytes, checksum: 3b9be3b826fbc0f421d30fca52f5a553 (MD5) / Made available in DSpace on 2017-09-29T13:40:16Z (GMT). No. of bitstreams: 1 2007_dis_vpalencar.pdf: 478414 bytes, checksum: 3b9be3b826fbc0f421d30fca52f5a553 (MD5) Previous issue date: 2007 / My work is divided in two parts First I explain the theories (about proper names) of Frege Russell Searle and Kripke Second my approach is more systematical I wanted to introduce a definite description that it has the same behavior semantic of the proper name (co-extensional with the definite description) However I pretended to maintain the fundamental aspects of the theory of Kripke about the proper names. / A dissertação trata do problema dos nomes próprios Ela se divide em duas partes Na primeira as teorias de Frege Russell Searle e Kripke são examinadas de forma analítica e crítica Na segunda trato de forma sistemática meu tema Procurei introduzir uma descrição definida que possui o mesmo comportamento semântico dos respectivos nomes próprios mas mantendo os aspectos fundamentais da teoria de Kripke acerca dos nomes próprios.

This focus of the current study is the role of meaning in life with respect to career decision and anxiety. It was hypothesized that: (1) There is a negative correlation between career decidedness and anxiety; (2) Meaning in life mediates the relationship between career decidedness and state anxiety; and (3) The relationship between career decidedness and state anxiety will be moderated by the search for meaning in life. Participants consisted of undergraduate students at a large Midwestern university. Measures include: the Career Decision Scale (CDS; Osipow et al., 1976), the Meaning in Life Questionnaire (MLQ; Steger et al., 2006), and the State-Trait Inventory for Cognitive and Somatic Anxiety (STICSA; Ree et al., 2000). The results indicate that the presence of meaning in life mediates the relationships between career decidedness and anxiety. However, the results did not support the hypothesis that the search for meaning in life moderates the relationship between career decidedness and anxiety. Future research and practical implications are also discussed.

My thesis is an argument that writing is a struggle of imprisonment and freedom. I argue that a text gains a certain level of power, such that it controls the writer, reader, and critic alike. Yet at the same time, the work presents all of these people with a possibility of freedom, seducing them in with the task of sharing the text's `secret' or deeper meaning via indirect communication. This `imprisonment' is voluntary if the reader wishes to engage with the text in a way that opens the text for a revelation of a deeper meaning, unique to each reader. The writer offers his text as a `gift', an idea heavily influenced by Jacques Derrida's writings in The Gift of Death. I argue that that the presence and absence of the secret is one element of the author's work, which creates the relationship of confinement and freedom identified with writing.

Este trabalho tem como objetivo analisar, sob a ótica da Análise de Discurso francesa fundada pelo filósofo Michel Pêcheux, depoimentos produzidos em formação pedagógica de profissionais da educação de uma escola da rede pública estadual localizada na zona sul da cidade de Porto Alegre - RS, ocorrida no segundo semestre de 2015, que contou com 60 (sessenta) participantes entre equipe diretiva, professores e funcionários da instituição. A análise, sendo um estudo de caso de caráter qualitativo, surge a partir do dilema entre “ser ou não ser professor” desde a consideração das formas de sentir, compreender, entender, identificar, enfim, ser-permanecer educador/educadora na instituição escolar, buscando melhor entender os efeitos de sentido da permanência docente na escola, o modo de produção da profissão docente, hoje, e o tipo de pertencimento experimentado pelos educadores. Sob o prisma de estudar a língua como elemento inerente ao sujeito, atravessada pela história, para que se apreenda seu funcionamento enquanto processo significativo, e relacionado à linha de pesquisa Arte, Linguagem, Currículo, área temática Discurso e Docência, que traz como proposta o estabelecimento de interfaces entre educação e linguagem sob uma perspectiva discursiva, juntamo-nos ao projeto Formação de professores, tecnologias de informação e comunicação e autoria, coordenado pela Profª Drª Dóris Maria Luzzardi Fiss – UFRGS, com o intuito de responder algumas questões que nos instigam: Por que os docentes continuam exercendo a “profissão professor”? Que sentidos de (não)permanência são percebidos nos enunciados dos educadores? O que leva os docentes a quererem permanecer nas instituições de ensino, especificamente, dentro da sala de aula? De que modo os docentes permanecem na escola? Que estratégias os professores/as professoras utilizam para permanecer na educação? Percebemos, a partir de gestos de interpretação dos enunciados dos(as) professores(as), o compromisso dos mesmos com determinada memória que associa educação à transformação, à esperança, à docência vivida com objetivos concretos que justificam permanecer no exercício da profissão. A permanência do/da docente pode ser compreendida a partir dos laços que ele/ela cria com seus colegas e seus alunos/suas alunas, laços que estão atravessados por afeto e compromisso epistemológico e social. Talvez se possa especular que a humana docência, assim como é compreendida por Miguel Arroyo e Paulo Freire, possa ser o elemento que está fortalecendo o professor/a professora e garantindo sua aposta na educação. / The objective of this work is to analyze, from the point of view of the French Discourse Anal-ysis founded by the philosopher Michel Pêcheux, testimonies produced in pedagogical for-mation of education professions of a public public school located in the area of the city of Porto Alegre - RS, Occurred in Second half of 2015, which included 60 (sixty) participants among the management team, professors and employees of the institution. An analysis, being a quali-tative case study, arises from the dilemma between "being or not being a teacher" from an Opinion of the ways of feeling, understanding, understanding, identifying, finally, being-to re-main educator / educator in the The school creation, seeking a better understanding of the ef-fects of teacher stay in school, the way of production of the teaching profession, today, the type of belonging experienced by educators. From the perspective of studying language as an inher-ent element of the subject, traversed by history, in order to understand its functioning during the process, and related to the research line Art, Lin-guage, Curriculum, Thematic area Dis-course and Teaching, That Bringing as a proposal the establishment of interfaces between edu-cation and language from a discursive perspective, we join the project Teacher training, infor-mation and communication technologies and authorship, co-ordinated by Prof. Dr. Dóris Maria Luzzardi Fiss - UFRGS, with O To respond to someone who is not an instigator: Why do teach-ers continue to exercise a "professing profession"? What meanings of (non) permanence are perceived in educators' statements? What leads teachers to want to stay in educational institu-tions, specifically within the classroom? How do teachers stay in school? What school of teach-ers do teachers use to remain in education? We perceive, from the interpretations of the state-ments of (as) teachers, their commitment to the memory that associates education at a distance, information, documentation lived with concrete objectives that justify remaining in the exercise of the profession . The permanence of the teacher can be understood from the bonds he / she creates with his / her classmates and their students, ties that are publicly committed, and epis-temological and social commitment. Maybe it's a company that knows the teacher and a teacher and guarantees its commitment to education, by Miguel Arroyo and Paulo Freire, can be the element that is strengthening the teacher and ensuring his commitment to education.

There have traditionally been two views as to what makes it the case that a singular term has the prepositional content that it does. According to Descriptivism, the content of a term is descriptive since it is given by a cluster of descriptive properties commonly associated with it. According to Referentialism, the content of a term is singular since it is determined by the object it picks out. It follows that empty terms can have descriptive, but not singular, content. If narrow content is what intrinsic duplicates have in common, then descriptive content is arguably narrow. Singular content, however, is wide since intrinsic duplicates who inhabit different environments express different singular contents by the same terms. On the face of it, the arguments against Descriptivism and Semantic Internalism - the view that content is narrow - seem convincing, but a worry persists, namely how to reconcile Semantic Externalism - the view that content is wide - with the kind of Privileged Access speakers enjoy with respect to the contents of their occurrent attitudes. By thorough examination of those arguments I find space for an intermediate position. What we learn is not that reference cannot go by properties, but rather which properties mediate reference. Kripke's Modal Argument proves that we need rigidified descriptive properties, Putnam's Twin Earth Argument shows that we better include causal properties, and Burge's Arthritis Argument highlights that we frequently invoke properties involving reference to other speakers. What is more, considerations about the behaviour of singular terms in intentional contexts strongly suggest that their propositional contents cannot be exhausted by their referents. By deploying so-called Two-Dimensionalism, as developed by Stalnaker, Kaplan, Evans, Davies, and others, I argue that singular content is knowable only after relevant empirical information about the actual world is in, and so is not subject to Privileged Access. Descriptive content, however, is a priori knowable since it is independent of which possible world is actual. But if that is so, then descriptive content constrained by rigidity, causality and other-dependence must also be a priori. All it takes is knowledge of how to describe various thought experiments. Although the latter kind of content is not object-dependent, as is singular content, it is wide in that it fails to be shared by duplicates who are embedded in distinct physical or social environments. So, we should expect compatibility between Semantic Externalism and Privileged Access only if Rigidified Causal Descriptivism is adopted.

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Health centres, like hospitals and clinics, tend to be unwelcome, sterile environments. This dissertation is about the making of a conventional and complementary health centre that aims to be a place-making building. This intervantion will give a sense of place and give identity, which the Modern Movement has so cleary disrupted. The intention would be to emphasise place through sensory experiences. By this the user will be connecting (orientate and identify) to a sense of place and then ultimately to him or herself through the various therapies. / Dissertation (MArch(Prof))--University of Pretoria, 2009. / Architecture / unrestricted

Drawing and coloring have been part of young students text making as  longas the writing system has been used, but with the increased use of digital tools and an enlarged focus on accountability of today there is a reinforced educational interest to understand what constitutes multimodal student texts in the context of classroom practice. This thesis project overall aim is to highlight and discuss the opportunities and difficulties in the assessment of language and knowledge-developing multimodal text work in a multilingual educational context.Conceptually the study is grounded in sociocultural theories, in sociosemiotic theory and in multiliteracies research. The methods used consist of qualitative multimodal text analysis and semi-structured interviews with students and their teacher.The three empirical studies were carried out, each having a different perspective. The first study looks at the text production of students in an integrated work of drawing, coloring and writing. The second study focuses how students reason when they choose to draw, write or both draw and write when they report to their teacher what they have learned. The third study discusses what the teacher highlights when assessing her students’ multimodal text productions. Overall, the results show that the semiotic resources, images and color, dominate students’ text productions and that the teacher attaches great importance to the illustrations, but that she, despite the best intentions, has trouble using multimodal criteria when assessing the students’ different ways of expressions and semiotic resources into a whole. It seems to be problematic for the teacher to allow students to freely interpret and independently design the task while she at the same time intends to make an overall assessment of how the content is presented. The results also indicate that it is difficult  for  the  students  to  verbalize  their  thoughts on the assessment and in practice; the teacher more often is focused on assessing abilities relating to how thoroughly the students carry out the process of documenting rather than encouraging the students to develop and express their knowledge. Finally, the thesis concludes with discussing the content of an ongoing need for research, especially regarding the consequences it may have for younger students, whatever language background they have. / <p>Ytterligare delarbeten</p><p>Borgfeldt, E., &amp; Lyngfelt, A. (2017). ”Jag ritade först sen skrev jag”. Elevperspektiv på multimodal textproduktion i årskurs 3. Forskning om undervisning och lärande 2017: 1 vol. 5, s. 64-88. http://www.forskul.se/tidskrift/nummer18/jag_ritade_forst_sen_skrev_jag_ __elevperspektiv_pa_multimodal_textproduktion_i_arskurs_3Borgfeldt, E. (2017).</p><p>Multimodal textproduktion i årskurs 3 – analys av en lärares bedömning. Educare: 2017: 1, s. 118-151. Malmö: Lärande och samhälle, Malmö högskola. https://www.mah.se/upload/FAKULTETER/LS/Dokument%20LS/Educa re%2017.1%20muep.pdf</p>