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This thesis examines whether the theological method currently known as inculturation was used in the Supper Narratives of the New Testament. A methodology is set up in which texts are examined against the backdrop of Graeco-Roman, Judaic and early Christian cultures. This methodology focusses on family resemblances and analogies, rather than genealogy or causal dependence to examine the links between text and context. It also avoids claims for orthodoxy dependent on claims about origins. Engaging with the claims of writers from Schweitzer, through Jeremias and up to the present, three themes are identified: meals, sacrifice and eschatology. The manifestations of each are examined against the three cultural groups:Judaic, Graeco-Roman and early Christian. The Supper Narratives (Mk 14:12-26, Matt. 26:17-30 and Luke 22:7-23 and 1 Cor 11:17-34) are then mapped against these themes. Analogies to the cultural groups are then traced. This process leads to conclusions that the New Testament writers did use a methodology which can be identified as inculturation. It manifests itself particularly through patterns identified by anthropologists as bricolage and re-accentuation. A notable example is "sacrificialisation", in which events and items are invested with a fresh sacrificial significance. Judaic concepts (e.g., covenant and Atonement) and rituals (e.g., sacramentals and Passover) dominate the interpretations of Jesus' last meal with his disciples. This does not mean that inculturation only took place in relation to Jewish culture. Many of the concepts used (e.g., sacrifice and sacrament) share commonalities with Graeco-Roman thought which allows them to engage with such world-views. This process sees Judaic understandings used as correctives to Graeco-Roman thinking about sacraments. It also sees Jewish concepts used to address Graeco-Roman values, and give an added historical depth (antiquitas) to a comparatively recent event. / Biblical and Ancient Studies / D.Th. (New Testament)

This thesis examines whether the theological method currently known as inculturation was used in the Supper Narratives of the New Testament. A methodology is set up in which texts are examined against the backdrop of Graeco-Roman, Judaic and early Christian cultures. This methodology focusses on family resemblances and analogies, rather than genealogy or causal dependence to examine the links between text and context. It also avoids claims for orthodoxy dependent on claims about origins. Engaging with the claims of writers from Schweitzer, through Jeremias and up to the present, three themes are identified: meals, sacrifice and eschatology. The manifestations of each are examined against the three cultural groups:Judaic, Graeco-Roman and early Christian. The Supper Narratives (Mk 14:12-26, Matt. 26:17-30 and Luke 22:7-23 and 1 Cor 11:17-34) are then mapped against these themes. Analogies to the cultural groups are then traced. This process leads to conclusions that the New Testament writers did use a methodology which can be identified as inculturation. It manifests itself particularly through patterns identified by anthropologists as bricolage and re-accentuation. A notable example is "sacrificialisation", in which events and items are invested with a fresh sacrificial significance. Judaic concepts (e.g., covenant and Atonement) and rituals (e.g., sacramentals and Passover) dominate the interpretations of Jesus' last meal with his disciples. This does not mean that inculturation only took place in relation to Jewish culture. Many of the concepts used (e.g., sacrifice and sacrament) share commonalities with Graeco-Roman thought which allows them to engage with such world-views. This process sees Judaic understandings used as correctives to Graeco-Roman thinking about sacraments. It also sees Jewish concepts used to address Graeco-Roman values, and give an added historical depth (antiquitas) to a comparatively recent event. / Biblical and Ancient Studies / D.Th. (New Testament)

L’accent en français est un phénomène largement étudié, mais qui ne cesse de donner lieu à des hypothèses multiples, et dont la présence en français contemporain est même mise en question par de nombreux chercheurs. Ainsi subsiste-t-il dans ce domaine un important champ de travail scientifique, permettant d’élaborer et d’appliquer de nouvelles méthodes pour l'examen des données relevant de cette problématique avec l'objectif d’en tirer des conclusions novatrices. L'objectif est donc ici d'abord de bien délimiter le champ de travail, mais aussi en même temps d'étudier ce phénomène en corrélation ou en opposition avec l'ensemble de son contexte, c'est-à-dire ce qui est indissociable de l'accent aux niveaux aussi bien linguistique, physique, psychologique, culturel, social, pragmatique et cognitif – ce choix faisant l'originalité de la présente recherche. / This PhD thesis is dedicated to stress in French.At the onset of our research work, we made the hypothesis that stress in French had a multi-dimensional nature, and were tied in with psychological, social, cultural, physiological, pragmatic, cognitive and linguistic factors. This hypothesis was challenged and validated after studying the corpus which we had pieced together.The scientific aim of this work was to seek new approaches and methods, and use them in the study of stress in the French language with correlation to or in opposition with its context.40 individuals representative by their physiological, social, cultural, linguistic, and psychological features took 5 different tests, which brought to light their speech patterns in various discursive situations. As anticipated by the initial hypothesis, the following came out of the study:4. there is a correlation between an individual’s psychological profile and the stress;5. there is a correlation between an individual’s social and economic background and the stress;6. there is a correlation between an individual’s linguistic background and the stress.The new discovery which came out of our studies shows a correlation between the individual’s psychological profile and the substance of the stress that he produces. It opens up new scientific field which wasn’t exploited before now and enables us to define an individual’s psychological profile based on his/her employed stress nature, as well as to define a stress substance using the individual’s psychological profile.The results obtained as part of our scientific research open up new possibilities in linguistics, pragmatic, psycholinguistic, and sociolinguistic.

Generally, the reading of the indications about the use of punctuation marks in didactic material reveals inaccurate orientations, floating and, in some cases, a bit subjective in respect of their applications. The aim of this work is the investigation of the contents and the treatments given to the teaching of these marks in didactic materials of Portuguese Language. The research is based on theories that discuss the nature and the manifestation of the language as a unity of sense; although the first aim of the study does not consist of an analysis according a theory or linguistics perspectives – the reason of the study is the nature and the linguistics functions of the punctuation marks –, the analysis support themselves in the principles of the conceptions of the enunciative and discursive linguistics, according to which, the meanings of an enunciation justify the forms and the resources used on the construction of an communicative event of written language. To attend the proposal of study, a methodological cut was made, what evidenced the problem of the teaching of those resources in a didactic material in Elementary School (6th to 9th grade) adopted in a school from the municipal network in the city of Maceió. From this delimitation, it was worked using the hypothesis that the teaching of these marks is stuck to the traditional concepts, that don’t reflect the dynamicity of the resource in the construction of the meanings of a text, and to methodologies which made incongruous the criteria of applicability with perception of linguistics functions of those resources, which are, in fact, much more related with the social practices of reading and writing of the student than the idea of marks of pause and rhythm of reading. As a final result the research brings a little proposal of categorization of the (now) marks of punctuation that can help teachers and students in the comprehension of the nature and the linguistics functions that so said resource of writing plays on textual organization and in its discursive elaboration. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / De modo geral, a leitura das indicações sobre o uso dos sinais de pontuação em materiais didáticos revela orientações imprecisas, flutuantes e, em alguns casos, baseadas em critérios subjetivos. O objetivo deste trabalho é a investigação dos conteúdos e dos tratamentos dados aos seus usos e funções nos livros didáticos de Língua Portuguesa adotados no Ensino Fundamental II. A pesquisa fundamenta-se em teorias linguísticas que discutem a natureza e a manifestação da língua enquanto um unidade de sentido; embora não seja o objetivo primeiro do trabalho uma análise segundo uma teoria ou perspectivas linguísticas — a razão do estudo é a natureza e as funções linguísticas dos sinais de pontuação —, as análises apoiam-se nos princípios das concepções da linguística discursiva e enunciativa, segundo as quais os sentidos de um enunciado justificam muito as formas e os recursos utilizados na construção de um evento comunicativo de língua escrita. Para atender a proposta de estudo, fez-se um recorte metodológico que evidenciou o problema do ensino desses recursos em material didático do Ensino Fundamental II (6° ao 9° ano) adotado em uma escola da rede municipal da cidade de Maceió. A partir dessa delimitação, trabalhou-se com a hipótese de que o ensino dos sinais de pontuação mantém-se preso a conceitos tradicionais, que não refletem a dinamicidade do recurso na construção dos sentidos de um texto, e a metodologias que tornam incongruentes os critérios de aplicabilidade com a percepção das funções linguísticas desses recursos, que estão, por sua vez, muito mais relacionadas com as práticas sociais de leitura e escrita dos alunos do que com a ideia de marcação de pausas e ritmo de leitura. Como resultado final, a pesquisa apresenta uma pequena proposta de categorização das (agora) marcas de pontuação que pode ajudar professores e alunos na compreensão da natureza e das funções linguísticas que tal recurso de escrita desempenha na organização textual e na sua elaboração discursiva.

The lyrics of Sammy Cahn played a dominant role in shaping the Golden Age of American light music. He remains the most successful lyricist in cinema history, in terms of Academy Awards and Nominations, yet he has received little acclaim for his achievements. This thesis explores the diverse constituents of his creative genius, focusing on his ability to “romance the vernacular”, and write “bespoke” material on request. The argument follows a chronological path, tracing the major influences on Cahn’s life: vaudeville and musical theatre, the growth of the film industry, and the collaborators and performers who helped him achieve a level of mastery that he sustained for nearly fifty years. Particular emphasis is placed on his relationship with Frank Sinatra, on both a personal and professional level. Cahn had an acute awareness of the human condition and his ability to convey a range of emotions to match mood and moment displayed consummate craft and intellect, with a self-confidence that bordered on bravado. His contemporaries in the Golden Age of popular song have received due recognition, yet little has been written about Cahn, whose appreciation of the interaction between spontaneity and creativity remains unsurpassed by fellow lyricists. He had an intuitive understanding of the vernacular and an instinctive ability to write to order. The imagistic texture of the lyrics coupled with the prosodic intonation demonstrate an intimate correlation between personality and composition which is supported by biographical content. The argument, augmented by an audio-documentary, develops systematically through a study of the lyrics, focusing on the cultural and musicological significance of Cahn’s oeuvre. The material for both the written text and the two accompanying CDs are from personal archives and the Margaret Herrick Library in Los Angeles, which is the repository for the Sammy Cahn Collection, bequeathed to that institution after the death of Cahn in 1993. / English Studies / D. Litt. et Phil. (English)

The work is based on the theoretical and empirical analyses of the correlation between the social intelligence and the accentuation of personality traits made by Russian and foreign researchers. The scientific work has ongoing practical importance for the adolescence issue studies in order to form the personality of a teenager and build a solid capacity to show relevant reactions to the multitude of the influential factors (internal and external) that lead to successful adaptation and socialization in the community. There were examined models and indices of the social intelligence (social flexibility, empathy, assertion, self-control and etc.) and were illuminated the classification types of the accentuation and specification of personality traits. 74 schoolchildren (42 girls and 32 boys) at the age of 13-14 were tested using the M. O'Sullivan and J. P. Guilford Social Intelligence Test (adapted by E.S. Mihailova) and by the modify questionary on the accentuation types of personality traits in adolescents (modification of the diagnostician psychopathy questionary by A.Y. Lichko). For the statistical analysis were used t-distribution, Kruskal–Wallis one-way analysis of variance, chi-squared distribution. The types of accentuations were examine, having in mind the social intelligence development level, in the mixed group of the teenagers as well as in groups divided by sex. The outcomes of the research can be used as a framework for psycho-social capacity-building projects, disorder treatment programs, and as an informational source to form the recommendations for the teachers and parents in order to reduce number of conflicts and minimize their effects in the school and families of the teenagers. / В исследовании проведен анализ теоретических и эмпирических исследований по проблеме взаимосвязи социального интеллекта и акцентуации характера по данным зарубежных и отечественных источников. Обоснована актуальность и практическая значимость данной проблемы для подросткового возраста как значимого для формирования личности в условиях влияния на подростка множества факторов (внешних и внутренних) когда необходимо научиться адекватно выстраивать свое поведение с учетом этих факторов с целью успешной социализации и адаптации в обществе. Рассмотрены модели и индикаторы социального интеллекта социальная пластичность, эмпатия, самооценка, саморегуляция и т.д.), а также существующие классификации акцентуаций характера. и присущие разным типам поведенческие особенности. Приведены результаты исследования подростков 13-14 лет (74 учащихся, из них – 42 девочки, 32 мальчика) по методикам социального интеллекта Дж. Гилфорда и М. Салливана (адаптация Е. С. Михайловой) и модифицированного опросника идентификации типов акцентуации характера у подростков (модификация патохарактерологического диагностического опросника А. Е. Личко). Для статистической обработки данных использовались t – критерий Стьюдента, критерий Краскела-Уоллеса, Хи-квадрат Пирсона. Проанализированы типы акцентуаций с точки зрения уровня выраженности социального интеллекта в группе подростков в целом, а также отдельно в группах девочек и мальчиков. Полученные данные могут служить основой для разработки программ социально-психологического тренинга, коррекционной программы, а также рекомендаций учителям и родителям с целью минимизировать конфликты и их последствия в школе и семьях подростков.