The research evaluated the remodeled lobby and reception office of the Linn- Benton Housing Authority, Albany, Oregon. Programming goals identified five needs: protect client privacy, provide for orderly queuing at the reception counter, decrease contact time between clients and staff, and improve reception office for attention focused tasks and for space intensive tasks. These five goals formed the basis of a post-occupancy evaluation (POE) of the lobby and reception office. Concepts from cognitive theory and culture and methods from ethnography and environment-behavior research were used to study public visitors and staff in these areas. Data were analyzed according to cognitive cultural categories then compared to criteria specified for building performance. The performance was measured and evaluated for concordance between the criteria and performance. Ethnographic methods provided insights into the knowledge, beliefs, and values of the users of the study area. This information served as a measure of building performance reflecting cultural meanings attributed to the study area; it provided information about how visitors and staff used these meanings to mediate their experiences within the building. Data was compared to data from the programming study and from an earlier series of exit interviews with public users after the remodeling was completed. Information from the programming phase was used to develop the criteria for building performance. Exit interviews were based on open-ended questions about activities, impressions, and feelings about the housing authority lobby. This contributed to the measures of performance. Data collected for this research was based on ethnographic interviews, semi-structured interviews, ethnographic observations, and behavior maps. These four methods allowed triangulation of data to ensure adequate and reliable coverage of the complexity and variety of behaviors and activities within the study area. This information provided the major data for evaluating building performance. The evaluations of the five programming goals indicated generally positive results for privacy, queuing, contact with staff, and space intensive tasks. There was a negative evaluation for attention focused tasks. Cultural meanings attributed to the remodel design include an improved sense of self-worth, sense of confidence and trust identified as professionalism, improved staff security, and improved valuation of privacy. / Graduation date: 2004 / p.58 missing from both paper copies. Author unavailable to supply.

Syftet med avhandlingen är att bidra till en ökad kunskap om hur litterär socialisation genom undervisning i olika kontexter påverkar elevers sätt att förhålla sig till en narrativ text och vilka konsekvenser den litterära socialisationen får för olika aspekter av litteraturreception, såsom tolkning, förståelse och begreppshantering. I denna komparativa studie används Sverige och Frankrike som exempel. Det huvudsakliga empiriska materialet består av 223 gymnasieelevers skriftliga reception av en novell. Elevernas texter har analyserats ur olika perspektiv relaterade till litterära receptionsteorier. Avhandlingen innehåller också en analys av undervisningsrelaterade aspekter som kan påverka elevens reception på den lästa texten. Analyserna visar att när man utbildas inom ett system som bygger på strukturalism och formalism, som det franska, blir huvudintresset i interaktionen med den skönlitterära texten närläsningar med fokus på berättarstrukturer och -teknik. Detta är till stor hjälp för att förstå exempelvis den yttre handlingen och berättarperspektivet. En annan aspekt är att eleverna håller sig inom de ramar som litteraturundervisningen ställer upp. Det finns också en risk för att det leder till en teknisk läsning där känslomässiga inslag utesluts. När man utbildas i ett system som likt det svenska fokuserar mer på en upplevelse- och erfarenhetsbaserad läsning, blir elevernas interagerande med texten friare. Analysen visar dock att även om en emotionell läsning kan vara nödvändig för att ge berättelsen liv, riskerar den att utgöra hinder för förståelsen. En litteraturundervisning som kombinerar läsning för nöje, förståelse och analys framstår därmed som mest effektiv för att främja såväl analytisk förmåga som läsglädje. / The aim of the thesis is to increase knowledge of how literary socialisation through education impacts students’ interaction with a narrative text and how this affects different aspects of literature reception, such as comprehension, interpretation and literary analysis. In this comparative study, Sweden and France are the contexts used as examples. The main empirical material consists of 223 comments on a short story, written by upper secondary school students in the two countries. The students’ texts have been analysed from different perspectives in relation to literary reception theories. The thesis also includes an analysis of education-related aspects that might have an impact on the way students respond to a literary text. The analyses show that when educated in a system inspired by structuralism and formalism, such as the French, the students’ interaction with the literary text is focused mainly on structures and techniques. A focus on stylistic aspects through close readings of the literary text is helpful when trying to understand the plot or the perspective. Another matter is that this system leads to students who stay within the frames that literary education raises. There is also an obvious risk of this leading to a technical reading where there is no room for emotions. When educated in a system as the Swedish, focusing on emotional and experience-based readings, students’ interaction with the literary text gives free rein to their imagination. However, the analyses show that, even though a personal, emotional reading is needed to give life to the story, it might be an obstacle to comprehension. A combination of reading for pleasure, understanding, and analysis seems to be the most efficient way of teaching literature.

La présente thèse se veut une relecture du fumisme en tant que concept et mouvement historique daté (années 1860-1880) et situé (la France), ou moment qui représente une économie de sens qui a bouleversé les habitudes perceptuelles et intellectuelles de la réception depuis la seconde moitié du dix-neuvième siècle. Selon la lecture habituelle du fumisme, les productions des poètes et artistes fumistes, qualifiées de « fumisteries », ne forment qu’un chapitre, ou une catégorie négligeable, de l’histoire littéraire. Cette histoire confond le fumisme en tant que mouvement littéraire éphémère avec les épisodes décadent et symboliste pour le réduire à un concours de mystifications de bourgeois par des bohèmes en marge par rapport à l’institution littéraire organisées par le comédien Sapeck et l’écrivain Alphonse Allais, tous deux nommés ironiquement chefs de « l’École fumiste » vers 1880. Or, en offusquant la conception positiviste du langage qu’elle lui applique afin de le réduire à une simple provocation sans but, et en assimilant Rimbaud aux « fumisteries » des « décadents », la critique littéraire nous donne l’outil principal de démystification du fumisme en tant que pratique ou mode de production d’une économie de sens. C’est cette économie qui constitue notre principal point d’intérêt. Contemporain des épisodes décadent et symboliste, le moment fumiste oblige la réception à reconfigurer la façon de produire du sens. Les productions fumistes (essentiellement des poèmes et des caricatures, comme dans l’Album zutique, notre corpus principal) sont fondées sur une économie du rébus. Exemplifiée par le sonnet de Rimbaud intitulé « Voyelles », cette économie, qui crée des « documents », des textes inséparables de leur matière, introduit l’économie artistique du vingtième siècle – en particulier, au mode de perception cinématographique tel que fabriqué par le fumiste Émile Cohl. / This thesis focuses on a particular period in literary history that goes under the name of fumism. This “fumist” moment, which occurred during the years 1860-1880 in Paris, introduces a new economy of meaning that, in the latter part of the nineteenth century, leads to a transformation in reader’s changing perceptual and intellectual habits. In the perspective of institutionalized literary history, critics conceive fumist productions as “fumisteries” (which might be rendered as “nonsense”) and lump this ephemeral movement or literary school (“l’École fumiste”) together with decadent and symbolist literary movements, reducing it to so-called mystification contests organized by the comedian named Sapeck and the writer Alphonse Allais, both designated as leaders of “l’École fumiste” around 1880. Yet, rather than viewing fumist productions as aimless provocations and assimilating Rimbaud’s work as an example of this “fumisterie” and decadence, this thesis examines the underlying presuppositions of language that are operative in the novel understanding of literature it entails. In this perspective, “fumism,” as a theory of discourse and literary practice, signals the emergence of a new vision of language and literary production. Against this background, this thesis presents a detailed historical reading of fumism in the context of literary debates in late nineteenth-century France. At the same time, this study shows how the reception of fumist works leads to a transformed economy of meaning and, above all, to a reconfiguration of literary understanding. As this study details, fumist productions (essentially poems and caricatures that can be viewed in the Album zutique, the main corpus) are based on rebuses. Remarkably exemplified by Rimbaud’s controversial sonnet “Voyelles”, this new meaning economy creates what are termed “documents”, which place the materiality of the text on a par with its potential meanings. In interpreting this transformation, the thesis concludes by demonstrating how this new understanding of meaning lays the groundwork for the artistic economy of the twentieth century – in particular, with regard to the dynamic mode of perception introduced by the father of the animated film, the fumist Emile Cohl.

This thesis investigates how various text-talks, i.e. text-focused classroom discussions, may scaffold students’ reading of specialised texts in upper secondary school. The study consists of qualitative case studies based on classroom observations of two teachers’ History instruction, focusing on parts defined as text-talks. An intervention study was conducted where one teacher worked with two text-talk approaches. The research questions regard how students move in relation to the text in the text-talks and how text content is incorporated, what scaffolding structures emerge, and whether and how the text-talks differ. A secondary aim is to generate theories concerning the potentials and limitations of text-talk as a reading scaffold. Analyses were done in terms of text movability to show reading positions, intertextual cohesion to show relations between source text and text-talk, and scaffolding which includes peer scaffolding, teacher scaffolding and the text-talks as a scaffold per se. A methodological contribution is the development of a model for content-based analyses of authentic text-talks. The results show that in text-talks that work as a scaffold, students take the expected positions toward the text, and the talks are clearly related to the source text, by means of lexical and conjunctive cohesion that is often varied and built-out. For more demanding texts, the students show dynamic text movability and move between exploring contents, subject field and context. Other characteristics are either peer scaffolding showing dialogicity and negotiation of meaning, or teacher scaffolding enabling students to progress and develop tools for text reception. The intervention approaches seem to scaffold reading to a greater extent than text-talks within ordinary instruction where the framing is weak. In conclusion, the results suggest that both student- and teacher-led text-talks may scaffold reading, but they need to be well planned and prepared with a structured framing.

Magistro baigiamajame darbe yra tiriama, ar Lietuva į savo nacionalinius teisės aktus yra pilnai perkėlusi Priėmimo sąlygų direktyvos nuostatas, ir vertinama, ar yra daromi Priėmimo sąlygų direktyvos pažeidimai praktikoje. Dėl savo ypatingos svarbos detaliai analizuojamos prieglobsčio prašytojų teisė į materialines priėmimo sąlygas ir teisė į darbą. Prieglobsčio prašytojų materialinės priėmimo sąlygos ir užimtumas tiriami tarptautiniu, Europos regiono ir Lietuvos lygmenimis. Nustatyta, kad neatitinkančios Priėmimo sąlygų direktyvos standartų materialinės priėmimo sąlygos gali lemti EŽTK pažeidimus, pavyzdžiui, po EŽTT priimto pilotinio sprendimo M.S.S. prieš Belgiją ir Graikiją byloje valstybės, taikydamos Dublino II reglamentą, nesiunčia prieglobsčio prašytojų į tas šalis, kuriose jiems gresia netinkamas elgesys, prilyginamas kankinimui, nežmoniškam ar žeminančiam jų orumą elgesiui. Europos Komisija Lietuvos materialines priėmimo sąlygas gretina su Graikija ir pasisako, kad jos yra itin žemo lygio. Iš to kylančios praktinės problemos pažeidžia Priėmimo sąlygų direktyvą. Ištirtos literatūros ir teisės aktų pagrindu yra atskleidžiama prieglobsčio prašytojų užimtumo problematika. Europos Sąjungos valstybės narės Priėmimo sąlygų direktyvos nuostatas yra perkėlusios į savo nacionalinius teisės aktus teoriškai, bet savo įgyvendinimo praktikoje daro pažeidimus. Lietuva – vienintelė valstybė, kuri apskritai nėra jokiu teisės aktu reglamentavusi prieglobsčio prašytojų teisės į... [toliau žr. visą tekstą] / The aim of this work is to analyse if Lithuania has fully transposed the provisions of the Reception Conditions’ Directive into its national law and to assess whether any violations of the Directive occur in Lithuanian‘s practice. Due to its special importance the particular attention is given to the detailed analyses of the asylum seekers‘ right to material reception conditions and the right to work. The material reception conditions and employment are being examined from the international, European and Lithuanian perspective. The analysis shows that the provision of material reception conditions contradicting to the provisions of the Reception Conditions’ Directive can lead to the violations of ECHR. This could be illustrated by the final pilot ECHR decision in M.S.S. v. Belgium and Greece case where Member States applying Dublin II Regulation do not send asylum seekers to such countries where there is a risk of them facing inappropriate behaviour comparable to torture, inhumane or degrading treatment. It is noted that with regard to the asylum seekers‘ material reception conditions the European Commission equates Lithuania to Greece and proclaims conditions as being of a very low level. The practical problems arising from this situation violate the Directive. By evaluating doctrinal works and the legislation the work reveals the problems regarding the asylum seekers’ access to the labour market. Even though Member States of the European Union are transposing the... [to full text]

Made available in DSpace on 2015-09-25T12:19:03Z (GMT). No. of bitstreams: 1 1_RosileneFernandesDaSilva_Intro_Conclusao.pdf: 1081708 bytes, checksum: c818ac5018c129d728105b7e444e899a (MD5) Previous issue date: 2007-11-09 / The objective of this research is to see how Lower Middle Government School students in Campina Grande interact with the literary texts, especially poems, which are taught to them at this level. We prefer to defend a sort of education through literary texts which is for the cultural and humanistic formation of the students. To do so, we look at the importance of teaching proposal which, by raising the sensibility, creativity and critical aptitude, gives priority to the esthetic aspect of the text. From this point of view, our research based on the reception method that demands a work with profound interaction between student and teacher because we assume that all new knowledge can be well assimilated by bringing up the information that an individual already has about the subject. To fulfill our objective the research focused specifically on literary reading, teaching practices and the reception of a poem. The result of present research shows that the teaching of poem, when well directed, can help students to see it as an enjoyable activity. From this point of view, we also find that concentration on reading (both loud and silent) of a poem by students helps them to understand its meaning better by aking it an experience of their own and see the poem in a new light as a consequence of their own reading ability. / Esta pesquisa objetiva verificar como os alunos da 1ª série do Ensino Médio de uma escola pública de Campina Grande interagem com os textos poéticos que lhes são oferecidos para estudo. Este trabalho tem como prioridade favorecer uma educação para a formação cultural e humana do aluno por meio do texto literário. Para isso, consideramos a importância de uma proposta de ensino que priorize a fruição estética do texto, através do despertar da sensibilidade, da criatividade e do senso crítico. Nesse sentido, a pesquisa foi fundamentada no método recepcional, que exige um trabalho de intensa interação entre professor e aluno, porque pressupõe que todo conhecimento novo só pode ser assimilado a partir do resgate das informações que o indivíduo já possui sobre o que a ele está sendo apresentado. As categorias que constituíram o eixo da pesquisa foram: leitura literária, prática pedagógica e recepção de poesia. Os dados desta pesquisa nos permitem afirmar que, quando bem direcionado, o trabalho com os textos poéticos pode se descobrir uma atividade prazerosa para os alunos. Neste sentido, a concretização da leitura de poesia pelos alunos, em sala de aula, poderá contribuir para que eles, compreendendo o seu sentido, possam compreender a si próprios, passando a desenvolver suas próprias experiências no ato da leitura e, como conseqüência, suas habilidades como leitores.

This thesis examines the figure of Medusa in the works of three Victorian women: the poets Elizabeth Barrett Browning (1806-1861) and Christina Rossetti (1830-1894), and the artist Evelyn De Morgan (1855-1919). For many in an era that sought to categorize women according to rigid social boundaries, Medusa embodied all that is suspicious, dangerous, and alluring about women. But in subtle and unexpected ways, these three women reimagined the Medusa archetype and used it to explore female experience and expression, as well as the challenges and complexities of female authorship. In their works, Medusa, like other hybrid personae such as the mermaid and the lamia, became a figure through which to explore liminal spaces and slippery categories. I argue that these women prefigured the twentieth-century feminist rehabilitation of Medusa. I also suggest that this proto-feminist transformation of the myth draws, directly and indirectly, from the tradition of Ovid, the first poet to suggest that Medusa’s monstrosity resulted from her victimhood and that her power is not merely destructive, but also creative. My analysis contends that, contrary to common understanding, women were revisioning Medusa’s meaning well before the twentieth century.

Denna kandidatuppsats fokuserar på reception av hemlig dokumentation på djurfabriker. Genom kvalitativa fokusgruppsintervjuer samt med hjälp av visuell elicitering lägger studien fokus vid hur visuella texter kodas av en avsändare och avkodas av en mottagare. Studien gräver in i betydelsen av aktivistisk kommunikation ur ett receptionsperspektiv genom att undersöka hur mottagaren tolkar djurrättsaktivistisk visuell kommunikation på sociala medier. Resultatet av fokusgruppstudien är att en mottagare avkodar djurrättsaktivistiska inlägg med visuellt dokumentärt material och text publicerade på Facebook-sidan Svensk djurindustri – baksidan, på ett förhandlat sätt när man tar hänsyn till hela innehållet i inläggen som består av visuellt material och text. Den upplevda subjektiviteten hos avsändaren gällande det visuella materialet i avsändarens kommunikation är en aspekt som spelar roll i mottagarens avkodning. Oavsett om receptionen visar sig att vara förhandlad, visas motstånd lättare hos intervjupersonerna om skulden läggs på mottagaren men om moraliserandet sker indirekt, verkar budskapet att tas emot av intervjupersonerna med större acceptans. Huvudsakligen upplever mottagarna att avsändaren har som motiv att försöka påverka mottagarens åsikt om djurindustrin genom information, moralisering, skuldbeläggning och genom att använda sig av chockerande visuellt material. / This bachelor's thesis focuses on the reception of secretly acquired documentation from factory farms. Through qualitative focus group interviews and with the help of visual elicitation, the study focuses on how visual texts are coded by a sender and decoded by a recipient. The study delves into the significance of activist communication from a reception perspective by examining how the recipient interprets visual communication published by animal rights activist on social media. The main results of the focus group study is that a recipient decodes animal rights activist posts which consists of visual texts published on Svensk djurindustri baksidan – Facebook page, in a negotiated way when the entire content of the posts consisting of visual material and text is taken into account. The perceived subjectivity of the sender regarding the visual material in the sender's communication is an aspect that plays a role in the recipient's decoding. Regardless of whether the reception turns out to be negotiated, resistance is more easily shown by the interviewees if the blame is placed on the recipient in the communication that takes place, but if moralizing takes place indirectly, the message seems to be received by the interviewees in a more accepting way. The recipients mainly feel that the sender has a motive to try to influence the recipient's opinion about the animal industry through informing, moralizing, blaming and by using shocking visual material and moral shock tactics.

This study focuses on how Asatrú movements in Sweden are depicted and discussed in digital news articles through two different lenses: How are these movements depicted and which aspects of these movements and their faith are brought up most frequently? The theoretical framework for the study consists of Stuart Hall’s Reception Theory, positive and negative Essentialism as well as Erving Goffman’s theory of Stigma. The method consists of a qualitative content analysis focusing on analyzing the ideas, ideologies and narratives presented in the studied articles, and the material consists of digital articles picked from various Swedish news publications such as Aftonbladet, Dagens Nyheter and Expressen, published between 2015 - 2021. The study shows that the discussion of these Asatrú movements is dominated by their perceived connections to racism and right wing extremist groups. On the other hand, the articles and their authors also make attempts to counterbalance this depiction by discussing aspects of the religion such as Blót, ritual sacrifices, as well as by interviewing members of these movements to show their thoughts and feelings about their religion.

No description available.