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L'inscription de la parole dans le récit littéraire vers une théorie de la représentation du verbalBelli-Bivar, Gillian January 1984 (has links)
To date, semiotics has not concerned itself with a systematic theorization of dialogue structures within narrative prose. Per- ceived as microtextual phenomena, deprived, therefore, of their own particular structure and function on the underlying syntactico-semantic structure of narrative logic, the linguistic activities of characters have generally been considered as more or less perfect copies of real speech, responsible for elements of characterization, pittoresque and narrative detente. In this paper, an attempt is made to reinstate narrative dialogue within the problematic relations to which it gives rise, that is, the relations it maintains with real speech and with other narrative components, so as to discern not only its specific written structure, which leads to numerous mimetic effects, but also its differential structures, distributions and functions within the narrative framework, which corroborate its specificity as a text- ual sign and confirm its semiotic status.
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Representing the human body ??? science as social meaningDaly, Tricia, School of Media, Film & Theatre, UNSW January 2006 (has links)
Representing the human body ??? science as social meaning adopts and develops systemic functional social semiotics to analyse the popular science texts, The Human Body, Superhuman, Human Instinct, Brain Story, The Secret Life of Twins and How to Build a Human. These are predominantly produced through the resources of the Wellcome Trust and/or the BBC/TLC (The Learning Channel), and feature celebrity doctors (Robert Winston) or scientists (Susan Greenfield) as presenters. Adopting a modified and expanded systemic functional semiotics derived from Kress and van Leeuwen (1996, 2001), it is argued that these texts share a logic that displaces social/historical time (including broader historical and social struggles) by constructing the apparent timelessness of middle-class families, by metaphor and abstraction. Central to the temporalities of these programmes is the notion of ???going back??? to the familial in which conscious (patriarchal) time is seen as ???male??? and the unconscious timeless is seen as ???female???. Second, the penetrative digital modes of the programmes imagine different, if conventional, genders, emphasising the interior and inertial female. The popular medical science discourses highlighted in the analysis constitute an unconscious set of taken-for-granted socio-political contexts in which medical and bioscientific knowledge is paraded and celebrated. Narrative resolution of the contradictions inherent in the contextual refrain of contemporary global capitalism is largely achieved through time by the semiotic realisation of ???going back??? to evolutionary, genetic, and (hence to) essential time and to abstracted spatial metaphors. The production origins (British, multi-national) of the factual science documentary prefigure or pre-structure the genre???s conservative colonising discourse around gender, ???race??? and evolution that are developed as social, political or even military metaphors.
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Psychological meanings of certain verbal semeiotics to mobile and nonmobile secondary students.Rodgers, Clifford Lewis. January 1973 (has links)
Thesis (Ed.D.)--University of Tulsa, 1973. / Bibliography: leaves[83]-91.
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Élaboration d'un système d'information selon une approche sémiologique /Lalancette, Paul. January 1990 (has links)
Mémoire (M.P.M.O.)--Université du Québec à Chicoutimi, 1990. / Document électronique également accessible en format PDF. CaQCU
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Postmodernism and semiotics : the tyranny of images of beauty on the female body and postmodern feminist resistance /Lau, Man-chu, Sunny. January 1994 (has links)
Thesis (M.A.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 60-62).
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Postmodernism and semiotics the tyranny of images of beauty on the female body and postmodern feminist resistance /Lau, Man-chu, Sunny. January 1994 (has links)
Thesis (M.A.)--University of Hong Kong, 1994. / Includes bibliographical references (leaves 60-62). Also available in print.
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Explaining mantras : rhetoric, the dream of a natural language, and the efficacy of ritual /Yelle, Robert Alan. January 2002 (has links)
Thesis (Ph. D.)--University of Chicago, Divinity School, June 2002. / Includes bibliographical references. Also available on the Internet.
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How to do things with words and images in late antiquity and the early middle ages /Tuerk, Jacquelyn Christine. January 2002 (has links)
Thesis (Ph. D.)--University of Chicago, Dept. of Art History, August 2002. / Includes bibliographical references. Also available on the Internet.
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Postmodernism and the theory of significanceSmith, Benjamin Ashley. January 2007 (has links)
Thesis (M.A.)--University of West Florida, 2007. / Title from title page of source document. Document formatted into pages; contains 84 pages. Includes bibliographical references.
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O papel da metáfora/analogia no ensino de ciências: uma abordagem semióticaTrevisan, Marlon Dantas [UNESP] 04 April 2008 (has links) (PDF)
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trevisan_md_me_bauru.pdf: 573571 bytes, checksum: 788dbbdf2c594843f99ffc749db74c25 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa tem como meta investigar o uso da metáfora/analogia no ensino de ciências. Para tal, alicerçamo-nos no referencial semiótico peirceano, uma vez que o mesmo constitui-se sólida herança para os estudos de filosofia da linguagem. O discurso científico sempre abrigou um paradoxo: ao mesmo tempo em que propõe um registro objetivo, denotativo, comumente lança mão de metáfora/analogias, como recurso para transmitir e auxiliar a construção de conceitos. Um procedimento secular, que apresenta as mais diversas implicações para a ciência e o ensino de ciências. A metáfora é um signo, por conseguinte um operador cognitivo. Este aspecto norteou nossa análise nos enunciados lingüísticos e nas representações pictóricas (feitas em menor quantia). Em que pese tudo o que desabona a utilização do expediente metafórico/analógico, as inferências obtidas nos revelaram em grande medida o inestimável valor deste para o ensino de ciências, especialmente a Biologia, objeto de nossa análise empírica. O objetivo maior, cremo-lo atingido, é contribuir verdadeiramente, de modo direto e simples, aos estudos sobre o tema. / The objective of this survey is to investigate the metaphor/analogy use in science education. For that, we based on peircean semiotics reference, because it is a string legacy to language philosophy studies. The scientific speech has always comprised a paradox: at the same time that it proposes an objective, denotative text, it usually employs metaphors/analogies, as a resource to transmit and help the construction of concepts. A secular procedure, which presents several consequences for science and science education. Metaphor is a sign, therefore it is a cognitive operator. This feature has conducted our survey through the linguistic enunciation and pictorial representations (smaller amount). Despite all the facts against the metaphoric/analogical use, our finds revealed the great importance of its use for science education, especially Biology, which is our empiric survey subject. The major objective, we believe it was reached, is to contribute actively, directly and in a simple way, to the surveys concerning this subject.
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