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Dr. Seuss in translation translating the nonsense verse of Theodor Seuss Geisel : an analysis of Le Chat au Chapeau and Le Chat Chapeauté /Peterson, Lisa A. January 2006 (has links)
Thesis (M.A.)--York University, 2006. Graduate Programme in Translation. / Typescript. Includes bibliographical references (leaves 131-134). Also available on the Internet. MODE OF ACCESS via web browser by enteri ng the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR19672
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Theodor Seuss Geisel: A bio-bibliographyUnknown Date (has links)
"The purpose of this paper is to examine the publications for children of Theodor Seuss Geisel and to summarize criticism of his books as found in current periodicals, in an attempt to present a history and evaluation of his work. The procedure followed in this study was first to read all of the books written and illustrated by Theodor Geisel; second, to read all of the articles written about Mr. Geisel; and third, to peruse reviews of his books as they appeared in current periodicals"--Introduction. / Carbon copy of typescript. / Theodor Seuss Geisel is better known as Dr. Seuss, author of children's books. / "August, 1956." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Agnes Gregory, Professor Directing Paper. / Includes bibliographical references (leaves 41-44).
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The Wonderful World of Dr. Seuss: A Group Interpretation Script for the Primary ClassroomDodds, Karen Page Kalmbach 08 1900 (has links)
This thesis proposed the idea of oral interpretation of children's literature as a pedagogical tool in the primary classroom. A group interpretation script entitled "The Wonderful World of Dr. Seuss" was compiled for performance in the primary classroom as a viable vehicle for teaching children to understand and appreciate literature. The script was evaluated by qualified teachers in the areas of English, oral interpretation, and elementary education as well as a critical analysis by the author. The thesis concluded that oral communication is necessary in the primary grade and that group interpretation is an exciting way to enhance learning.
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A report on translation project :Dr. Seuss and Philosophy : Oh, the Thinks You Can Think! (chapter 18)Yang, Jing, Andrea January 2018 (has links)
University of Macau / Faculty of Arts and Humanities. / Department of English
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The SneetchesSchneider, Gregory Alan 12 1900 (has links)
The Sneetches is a theater piece for children based on the Dr. Suess story The Sneetches (Random House, New York, 1961). It is scored for narrator, flute, B6 clarinet, bassoon, violins I & II, viola, and cello with optional staging. The staged version of The Sneetches requires two to six actors/dancers, appropriate scenery and props, and the active participation of children from the audience, preferably ages eight or under. The Sneetches is essentially through-composed. The overall form of the music is shaped primarily by the events portrayed in the narrative. Although individual subsections may have traditional forms, they should not be viewed as independent movements of a larger work, but rather as fragments of a whole.
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The use of children's books as a vehicle for ideological transmissionSchneider, Chad Curtis. January 2009 (has links)
Thesis (Ph. D.)--Ohio State University, 2009. / Title from first page of PDF file. Includes vita. Includes bibliographical references (p. 150-161).
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Oh, the things you can find (if only you analyze): a close textual analysis of Dr. Seuss' rhetoric for childrenLange, Kendall N. January 1900 (has links)
Master of Arts / Department of Communication Studies, Theatre, and Dance / Charles J. Griffin / This study seeks to discover the loci, or themes, within the post-World War II books of Theodor Geisel, whom generations of American readers came to know as “Dr. Seuss.” A prolific children's author and social activist, Dr. Seuss penned more than 40 children’s books during the period under investigation. After World War II, Seuss’ books began to merge social themes with his entertaining storylines and trademark illustrations. This thesis applies a methodology that draws from both close textual analysis and topically-oriented critical approaches in order to illuminate loci in 10 selected works. Through Cicero’s critical process of invention, relationships between arguments and loci are established. Analysis of these “message books” reveals the complex political and ideological themes present in Dr. Seuss’ texts while situating his work within a larger American rhetorical tradition of didactic children’s literature.
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Vertaling en die kindervers : ’n vergelykende studie van Afrikaanse en Franse vertalingsFouche, Marietjie 12 1900 (has links)
Thesis (PhD)--Stellenbosch University, 2012. / ENGLISH ABSTRACT: Few people realize exactly how complicated the translation of children’s poetry is. Translators do not
only have to adhere to the young readers’ desires and satisfy the adult critics, but are constantly
confronted with choices concerning the translation of the ‘play-element’ (structure) and the ‘visual
element’ (content) of children’s verses, i.e. the translation of cultural elements, figurative language,
pun, nonce words, onomatopoeia, alliteration, rhyme and meter. In addition, their translation strategies
are continually subjective to and restricted by the visual text (illustrations) in the source texts, which
interrelate with the verbal text (verses). In this descriptive, systematic analysis the Afrikaans and
French translations of Mother Goose’s nursery rhymes, Dr. Seuss’s rhyming picture books and Roald
Dahl’s verse fragments are compared to one another and the source texts in order to identify the
various translation strategies and theoretical translation approaches used by the various Afrikaans and
French translators, to make concrete observations about the translation of children’s poetry that can
be useful for translators, and to establish if it is indeed possible to create translations of children’s
verses that remain true to the ‘spirit’ of the original poetic texts, can function as autonomous texts in
the target system, and that can supplement the Afrikaans and French children’s literature systems.
__________________________________________________________________________ / AFRIKAANSE OPSOMMING: Min mense besef hóé ingewikkeld die vertaling van kinderverse eintlik is. Vertalers moet nie net
tegelykertyd aan jong lesers se behoeftes voldoen en volwasse kritici tevrede stel nie, maar word ook
deurgaans gekonfronteer met keuses wat betref die vertaling van die spel-element (struktuur) en
visuele element (inhoud) van kinderverse, o.a. die vertaling van kultuurgebonde verwysings,
beeldspraak, woordspel, neologisme, onomatopee, alliterasie, rym en metrum. Daarbenewens word
die vertalers se vertaalstrategieë beïnvloed en beperk omdat die visuele teks (illustrasies) in die
brontekste deurgaans met die verbale teks (verse) in gesprek tree. In dié deskriptiewe
sisteemondersoek word die Afrikaanse en Franse vertalings van Moeder Gans se kinderrympies, Dr.
Seuss se versverhale en Roald Dahl se prosimetriese kinderstories met mekaar en die brontekste
vergelyk om die verskillende vertaalstrategieë en teoreties gefundeerde vertaalbenaderings wat deur
die onderskeie Afrikaanse en Franse vertalers toegepas is, te identifiseer, konkrete bevindinge oor die
vertaling van die kindervers te maak wat vir toekomstige vertalers van praktiese nut kan wees, en te
bepaal of dit inderdaad moontlik is om vertalings van kinderverse te skep wat getrou bly aan die ‘gees’
van die oorspronklike gedigtekste, as selfstandige tekste in die doelsisteem kan funksioneer, en die
Afrikaanse en Franse kinder- en jeugliteratuursisteme kan aanvul.
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A Novel Transcription Factor in Arabidopsis thaliana Abiotic Stress ResponseWeerathunga Arachchilage, Achira S 18 December 2015 (has links)
Plants respond to environmental stress by altering their gene expression. Under stress conditions some genes are activated and some genes are repressed. Even though a lot of work has been done to understand mechanisms of gene activation under abiotic stress very little information is available on how stress responsive genes are kept repressed under normal growth conditions. Recent work has revealed that plants use transcriptional repression as common mechanism of gene repression. Transcriptional repression is achieved by recruitment co-repressor complexes to the target genes. Recent studies have revealed that the co-repressor LUH complexes with SLK1 and SLK2 to silence Arabidopsis thaliana stress responsive genes. However, the transcription factors involved in the recruitment of this complex to its target genes are not known. In this study, we identified SLK2INT1, as a novel transcription factor that is involved in silencing of select Arabidopsis thaliana stress responsive genes by recruiting the LUH-SLK2 complex.
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The Use of Children’s Books as a Vehicle for Ideological TransmissionSchneider, Chad Curtis 08 September 2009 (has links)
No description available.
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