Thesis (Th. M.)--Regent College, Vancouver, BC, 2002. / Abstract and vita. Includes bibliographical references (leaves 120-125).

Syftet med studien var att se huruvida traumaberbetning och barnlitteratur kan föras samman. För att göra detta valdes följande frågeställningar: hur kan trauma ta sig uttryck hos barn i förskolan? samt hur kan användandet av barnlitteratur utnyttjas vid traumabearbetning i förskolan? Studien genom-fördes i form av en webbaserad enkätundersökning där förskolepedagoger fick svara på relevanta frågor och beskriva sina erfarenheter och tankar kring att arbeta med barnlitteratur i sig och som stöd för barn utsatta för trauma. Analysen av enkätsvaren sammanfördes med tidigare forskning inom ämnet och utgjorde diskussionen. Resultatet visade att många förskolepedagoger har tankar och erfarenheter kring att använda barnlitteratur som ett verktyg i barns traumabearbetning. Även pedagogernas erfarenheter kring hur trauma hos förskolebarn kan ta sig uttryck samt hur pedagoger kan ge stöd i bearbetningen av detta togs upp. Slutsatsen av studien blev därför att barnlitteratur kan användas vid traumabearbetning i förskolan. Studien har baserats på det perspektiv som Reader Response-teorin ger.

D.Litt. et Phil. (Library & Information Science) / One of the characteristics of publishing in South Africa is that it does not reflect the demographic make-up of South Africa. Publishing in South Africa has been largely financed and controlled by whites and little effort until recently has been expended on the incipient black reader. This has contributed to the lack of a reading culture amongst black people in South Africa. Oral cultures or even cultures with residual amorality Her from Western literate societies. These differences affect cultural products, such as stories, and responses to cultural products. Readers whose norms and expectations of formal discourse are governed by residual oral mindset relate to a text quite differently from readers whose sense of style is fundamentally textual. When an author writes, he postulates an audience. He has to know the tradition - the intertextuality - in which he is working. He can then create fictional roles that the reader is willing and able to play. It is not easy to get into a reader's mind, but it is not an impossibility if both the reader and writer are familiar with the 1iterary tradition in which they work, whether this tradition is oral or literate. There are major differences between an oral and literate culture in their thought processes, perceptions of the world, narrative structures and understanding and response to literature. This must affect cultural accessibility of text. An oral culture, such as black South Africans, will look for different structures, characters and types of discourse in their literature.

Broadly, the objective of this dissertation is to contribute to the ongoing studies on the biblical theology of the Acts of the Apostles. CHAPTER ONE examines the canonical critical approach and its underlying presuppositions. Foundational to the present study is the supposition that the whole Scripture is word of God and thus, the expectation of a theological unity that is centered on “the Son” (John 1:1-4; Heb 1:1-4). It is my thesis that some specifics of that theological and Christological unity can be discerned when Acts is read in the light of the preceding canonical contexts which were ordered by the post-Ireneaus early church as hermeneutical guides for interpreting the NT Scriptures. The canonical contexts that are examined are: (1) the immediately preceding context of the Fourth Gospel [CHAPTERS TWO AND THREE], (2) the four Gospels as a unified whole [CHAPTER 4] and, ultimately, (3) the Old Testament [CHAPTER FOUR]. It is proposed that a canonically informed reading may yield significant insight into the theology that not only is inherent in the history Luke records in Acts about the continuation of “all that Jesus began to do and teach” following his ascension, but also guides the literary choices Luke makes in narrating that history. The present study proceeds from the rhetorical critical observation that the ascension of Jesus, recorded in the opening discourse of Acts, creates the primary rhetorical ‘problem’ addressed in Acts: how will the mission to establish the kingdom of God on earth, inaugurated by Jesus as narrated in the Gospels, continue postascension? CHAPTER TWO makes a case from a canonical point of view that, among the four gospels, the rhetorical ‘problem’ posed by the ascension of Jesus in the opening discourse of Acts is most anticipated, most intentionally and comprehensively addressed by Jesus in the second half of the Fourth Gospel. It is proposed and argued in this chapter that Jesus’ teaching in the Fourth Gospel about the postascension roles of the Holy Spirit and the apostles best facilitates an introduction to and understanding of the theology intrinsic to the history and narrative art in the opening scenes of Acts. CHAPTER THREE views the opening discourses of Acts from the perspective of the exegetical insights argued in chapter two. Chapter three assesses whether Jesus’ anticipation of and pre-planned response to the “problem” of the ascension is actualized in the opening scenes of Acts. CHAPTER FOUR addresses the “problem” created by the ascension in Acts from the broader canonical perspective of the four-fold Gospel testimony about Jesus’ mission. It is argued that Jesus’ mission was defined by Old Testament messianic categories and fulfills the mission of Israel. It is proposed that the reader of Acts, being familiar with the four-fold Gospel, may perceive the striking resemblance of Jesus’ mission, gospel and the concurrent conflict and controversy he provoked manifest in the church’s life and ministry in the narrative of Acts. This chapter argues from a broader canonical approach that the tri-fold Old Testament missional roles of prophet, priest and king, which Jesus fulfills as the Messianic servant in the Gospels is clearly exhibited in Luke’s literary choices and underlying missional theology in Acts. The church’s continuation of Jesus’ tri-fold missional roles in Acts yields a second major plot dynamic that permeates the historical narrative of Acts: persecution. It is argued that these two core elements of theology endemic to the canonical history of God’s people work in literary counterpoint in the history and literary art of Luke in Acts. As the post-ascension manifestation of the body of Christ on earth, the church continues to live out the tri-fold messianic, missional roles of Jesus in fulfillment of his words: “If they persecuted me, they will persecute you also. If they obeyed my teaching, they will obey yours also” (John 15:20). These two contrapuntal themes set forth the core theology that guides Luke’s literary artistic choices and explains the ebb and flow and interconnectedness of the narratives of the continuation of Jesus’ mission by the church in Acts. / Thesis (PhD)--University of Pretoria, 2012. / New Testament Studies / unrestricted

This quasi-experimental study (N = 139) measured the effect of a reader response based instructional unit of the novel Speak on adolescents’ rape myth acceptance. Participants were eighth grade language arts students at a Title I middle school in a major metropolitan school district. Seven classes were randomly assigned to treatment (n = 4) or control (n = 3) condition. Two teachers participated in the study and both taught both treatment and control classes. The study lasted a period of five weeks. Participants were pretested using the Rape Myth Acceptance Scale (Burt, 1980) and a researcher created scale, the Adolescent Date Rape Scale (ADRMS). Analysis of pretests showed the ADRMS to be a reliable and valid measure of rape myth acceptance in adolescents. Factor analysis revealed it to have two major components: “She Wanted It” and “She Lied.” Pretests supported previous studies which found girls to have significantly lower initial levels of rape myth acceptance than boys (p < .001). A 2 (group) x 2 (instructor) x 2 (sex) ANCOVA using ADRMS pretest as a covariate and ADRMS posttest as a dependent variable found that treatment was effective in reducing rape myth acceptance (p < .001, ή2 = .15). Boys with high rape myth acceptance as demonstrated by pretest scores of 1 standard deviation above the mean on ADRMS did not have a backlash to treatment. Extended analysis revealed that participants had significantly lower scores posttest on Factor 1, “She Wanted It” (p < .001, ή2 = .27), while scores on Factor 2, “She Lied” were not significantly lower (p = .07). This may be because the content of the novel primarily deals with issues questioning whether the main characters assault was a rape rather than a false accusation. Attrition rates were low (N = 15) and attrition analysis showed that drop outs did not significantly alter the treatment or control groups. Implications for reader response instruction of young adult literature, for research on rape myth acceptance in secondary schools, and for statistical analysis of effect size using pretests as filters are discussed.

M.A. (Library Science) / Children's literature transmits values regarded as important by society and is an important means of socialisation. It will tend to reflect those· values regarded as important and fundamental to the dominant social class. Alternative values and the questioning of traditional values only takes place in children's literature when society in general begins to question its values. Reading is a transactional process. Meaning is not "contained in the text" but the result of interaction between the reader and the text. The reader's cultural background and attitudes will play an important role in determining how a text will be understood. Children from diverse backgrounds will not necessarily understand a text in the same way, as they bring their background to the text and understand it or interpret it in the light of that background or schema. Values are the foundation on which people base their actions, beliefs and attitudes. Each culture develops its own value system in terms of which values will be ranked in order of importance. Through socialisation these value systems will be passed on to new generations...

The focus of this project is on the use of the reader-response orientation in the development of a poetry unit for grade seven. The reader-response orientation is a literary theory which suggests that the meaning of any literary work is the result of the interaction between the text and the reader. In this project, the emphasis is on providing a bridge between this theory and the practice of teaching poetry. To implement the reader-response orientation into teaching practices, it is important for teachers to understand how theory affects classroom activities. If the theory behind the reader-response orientation is understood, then teachers may be better able to change their teaching approaches. In the classroom, reader-response activities involve students in ways that encourage interest and personal response to poetry. Understanding the reader-response critical theory can help teachers plan their poetry lessons and develop more effective teaching practices. This project begins with a survey of the literature of the reader-response criticism and provides a summary of the theory. The link between theory and practice is demonstrated with a review of a current curriculum project that uses the reader-response orientation. Chapter Five is a poetry unit, for grade seven, designed to embody the reader-response theory in actual classroom practices. In my conclusion I briefly highlight some concerns and give suggestions for further research direction. / Thesis / Master of Arts in Teaching (MAT)

The focus of this project is on the employment of reader response theory, methodology and strategy in the development of poetry units for grades nine through twelve for university-bound students. The purpose of the project is to introduce teachers to various reader-response theories, demonstrate how a curriculum may be designed using the transactional reader-response methodology, and provide units of study which are founded on the transactional theory and methodology, and also support the expectations for students established in the various Ministry documents. / Thesis / Master of Arts in Teaching (MAT)

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