The thesis represents an attempt, within the broad field of religion and literature and of identity studies, to read the early unpublished fiction of Alan Paton, dating from approximately 1922 (the end of his student days) to 1935 (when he became Principal of Diepkloof Reformatory). It is pointed out that research into the interrelationship of literature and religion, while well-established in a number of countries, is lagging in South Africa, and it is believed that the present thesis is the first full-length work of its kind, at least as far as South African literature in English is concerned. The writer advances reasons for his explicitly religious and hermeneutic approach to questions of human identity, as found in Paton especially, and focuses these on two particular areas: narrative identity, as propounded in the later work of Paul Ricoeur, and relational identity (to the other human being and to the Other, God), as theorised by Emmanuel Levinas in his later writing. In order to contextualise the study in Africa and in South Africa, brief attention is accorded to writers such as Soyinka, Mbiti and Mbembe and to current debates regarding white identity in South Africa. To lend a sense of historical context, Paton's work is viewed against the backdrop of identity in colonial Natal. The overall approach adopted may be described as broadly, but critically, postmodernist. Paton's earliest, fragmentary novel, 'Ship of Truth' (1922-1923) is read in some detail; his second, and only complete early novel, 'Brother Death' (1930), is commented on in as much detail as its frequently rambling nature warrants. A chapter on shorter fiction discusses his short story 'Little Barbee' (1928?), his short story 'Calvin Doone' (1930), his third novel, 'John Henry Dane' (1934), and a novel or novella, 'Secret for Seven' (1934). From all these readings it emerges that the Paton of his early fiction is markedly different from the Paton generally known: his concepts of human identity, of God and of religion, though earnest, are unformed and frequently ambivalent; his characterisation often stereotyped and wooden; his political views usually prejudiced and his stylistic and other techniques, though adequate in a young writer, highly repetitive. Various suggestions are made for future research: into South African literature from a religious perspective, into other aspects of Paton's works, and so forth. / Thesis (Ph.D. (English))--North-West University, Potchefstroom Campus, 2007.

Mastering the physical aspect of piano technique has long been a topic of great interest and importance to pianists. This is borne out in the numerous pedagogical approaches on the topic of piano technique. Despite the many contributions from pedagogues and scholars in developing an understanding of piano technique, many conflicting approaches often cause more confusion than clarity. After reviewing the literature on pedagogical approaches to piano technique, this study determined that problematic language might lie at the root of the confusion. Core concepts identified in the review of literature as recurring areas of misunderstanding were tension, relaxation, co-contraction, arm weight, and hand and finger shape. The purpose of this study is to seek where issues of language exist in contemporary piano pedagogical approaches and to show how these problems may contribute to the systemic confusion in piano technique. To do this, the language that is used to describe and define the core concepts identified in the review of literature is analyzed in five modern pedagogical approaches. Five authors who have developed approaches that reflect current trends in piano technique have been selected for this study: Barbara Lister-Sink; Dorothy Taubman; Thomas Mark; Fred Karpoff; and Alan Fraser. The first step of this study entails collecting data from each of the five pedagogical approaches. The data is then analyzed for consistency and accuracy. Problems in language that contribute to the inconsistencies and inaccuracies are examined and illustrated with material from the data collection. This study concludes by identifying the main sources of confusion in the use of language: inconsistent and inaccurate use of terms; wavering between scientific, common, and invented language; challenges in describing opposing qualities that come from tension and relaxation; and failing to discern between the individual subjective experience and the mechanics of movement. By recognizing where the problems in language exist, this study represents an important first step for the pedagogical community to reach a common understanding of the language used to describe the physical aspect of piano technique.

Thesis (Ph.D.)--University of Alberta, 2010. / Title from pdf main screen (viewed on April 8, 2010). A thesis submitted to the Faculty of Graduate Studies and Research in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English, Department of English and Film Studies, University of Alberta. Includes bibliographical references.

A presente pesquisa investigou as funções da música no ensino fundamental: um olhar sobre cinco escolas estaduais de Porto Alegre/RS. O assunto proposto foi oportunizado a partir das categorias elencadas por Alan Merriam (1964), etnomusicólogo norte americano. Participaram desta pesquisa cinco escolas estaduais de ensino fundamental da cidade de Porto Alegre/RS e dezessete sujeitos que, de forma voluntária, foram o foco de coleta de material referente ao tema. Os dados para a pesquisa foram obtidos a partir de questionários, observações e entrevistas semi-estruturadas, desde que utilizassem a música em suas atividades. Estas atividades perpassaram o segundo semestre de 2005 e o segundo trimestre de 2006. Verificou-se que as professoras pesquisadas utilizam muito a música em suas atividades, mas principalmente com a função emocional, tendo como objetivo principal acalmar e tranqüilizar os alunos, para o bom desempenho da aula e das atividades escolares. A música é valorizada por seu caráter utilitarista, principalmente como fio condutor que perpassa todas as tarefas escolares.Assim, cada escola revela uma maneira diferente de articular e combinar a música em suas atividades, priorizando o atendimento ao aluno e a imagem da escola ante a comunidade. Com isto, notei como a influência da teoria das inteligências múltiplas, de Gardner tem grande penetração no meio educacional, pois a música auxilia na compreensão de outras disciplinas. Finalizando, destacam-se questões levantadas pela pesquisa e que poderão servir de sugestões para futuras investigações. / The present research has investigated the functions of music in elementary school: a view of five State schools in Porto Alegre/RS. The proposed subject was made possible through categories arranged by Alan Merriam (1964), American ethnomusicologist. Five schools were researched and the research focused on seventeen volunteers as a way of gathering material regarding the theme. The collected data was obtained through questionnaires, observations and semi-structured interviews submitted to teachers who make use of music in their activities. These activities happened throughout the second semester of the year 2005 and the second trimester of the year 2006. It was observed that the participating teachers make large use of music in their activities, but mainly with an emotional function, having as their main goal to calm down the students so they can have a better performance in class and in school activities. Music is valued as a useful tool particularly used to assist on all sort of school tasks.Each school finds different ways to articulate and combine music and their activities, having the student and the image of the school in the community as a priority. I could also notice how Gardner´s theory of multiple intelligences influences education, as music assists on the understanding of other subjects. In the conclusion, questions which were brought up by the research and can be used as suggestions for future investigations are highlighted.

This diploma thesis deals with an analysis and comparison of dramatizations of The Wind in the Willows by Kenneth Grahame, a book which ranks among the British children's classics. The paper examines to what extent the dramatizations correspond to the book, whether and why they deviate from the original text, and what consequences these changes have. The thesis focuses on four dramatizations – a play by Alan Alexander Milne called Toad of Toad Hall, Alfa Theatre production of The Wind in the Willows, a Walt Disney short animated film The Adventures of Ichabod and Mr. Toad, and Terry Jones´s adaptation of The Wind in the Willows to a feature film. In the thesis, firstly the book and then the dramatizations are analyzed in terms of the theme and genre, characters, setting, composition and language use. Subsequently, the dramatizations are examined and compared with regards to the transformation processes – selection, condensation, substitution, amplification, and changes in composition and language. In the final chapter, I summarize my findings and draw the conclusion.

The changing social consciousness in South Africa during the twentieth century falls within a political-historical framework of events: amongst others, World Wars I and II; the institution of the Apartheid Laws in 1948; the declaration of a South African Republic in 1960; Nelson Mandela's release in 1992. The literary social consciousness of Abrahams, Paton, Mphahlele and Gordimer spans the time before and after 1948. Their novels reflect the changing reality of a country whose racial and social problems both pre-date and will outlive the apartheid ideology. These and other novelists' changing social consciousness is an indication of the development of attitudes and reactions to issues which have their roots in the human and in the economic spheres, as well as in the political, cultural and religious. Their work interprets the history and the change in the South African social consciousness, and also gives some indication of a possible future vision. / English Studies / M.A. (English)

A presente pesquisa investigou as funções da música no ensino fundamental: um olhar sobre cinco escolas estaduais de Porto Alegre/RS. O assunto proposto foi oportunizado a partir das categorias elencadas por Alan Merriam (1964), etnomusicólogo norte americano. Participaram desta pesquisa cinco escolas estaduais de ensino fundamental da cidade de Porto Alegre/RS e dezessete sujeitos que, de forma voluntária, foram o foco de coleta de material referente ao tema. Os dados para a pesquisa foram obtidos a partir de questionários, observações e entrevistas semi-estruturadas, desde que utilizassem a música em suas atividades. Estas atividades perpassaram o segundo semestre de 2005 e o segundo trimestre de 2006. Verificou-se que as professoras pesquisadas utilizam muito a música em suas atividades, mas principalmente com a função emocional, tendo como objetivo principal acalmar e tranqüilizar os alunos, para o bom desempenho da aula e das atividades escolares. A música é valorizada por seu caráter utilitarista, principalmente como fio condutor que perpassa todas as tarefas escolares.Assim, cada escola revela uma maneira diferente de articular e combinar a música em suas atividades, priorizando o atendimento ao aluno e a imagem da escola ante a comunidade. Com isto, notei como a influência da teoria das inteligências múltiplas, de Gardner tem grande penetração no meio educacional, pois a música auxilia na compreensão de outras disciplinas. Finalizando, destacam-se questões levantadas pela pesquisa e que poderão servir de sugestões para futuras investigações. / The present research has investigated the functions of music in elementary school: a view of five State schools in Porto Alegre/RS. The proposed subject was made possible through categories arranged by Alan Merriam (1964), American ethnomusicologist. Five schools were researched and the research focused on seventeen volunteers as a way of gathering material regarding the theme. The collected data was obtained through questionnaires, observations and semi-structured interviews submitted to teachers who make use of music in their activities. These activities happened throughout the second semester of the year 2005 and the second trimester of the year 2006. It was observed that the participating teachers make large use of music in their activities, but mainly with an emotional function, having as their main goal to calm down the students so they can have a better performance in class and in school activities. Music is valued as a useful tool particularly used to assist on all sort of school tasks.Each school finds different ways to articulate and combine music and their activities, having the student and the image of the school in the community as a priority. I could also notice how Gardner´s theory of multiple intelligences influences education, as music assists on the understanding of other subjects. In the conclusion, questions which were brought up by the research and can be used as suggestions for future investigations are highlighted.

A presente pesquisa investigou as funções da música no ensino fundamental: um olhar sobre cinco escolas estaduais de Porto Alegre/RS. O assunto proposto foi oportunizado a partir das categorias elencadas por Alan Merriam (1964), etnomusicólogo norte americano. Participaram desta pesquisa cinco escolas estaduais de ensino fundamental da cidade de Porto Alegre/RS e dezessete sujeitos que, de forma voluntária, foram o foco de coleta de material referente ao tema. Os dados para a pesquisa foram obtidos a partir de questionários, observações e entrevistas semi-estruturadas, desde que utilizassem a música em suas atividades. Estas atividades perpassaram o segundo semestre de 2005 e o segundo trimestre de 2006. Verificou-se que as professoras pesquisadas utilizam muito a música em suas atividades, mas principalmente com a função emocional, tendo como objetivo principal acalmar e tranqüilizar os alunos, para o bom desempenho da aula e das atividades escolares. A música é valorizada por seu caráter utilitarista, principalmente como fio condutor que perpassa todas as tarefas escolares.Assim, cada escola revela uma maneira diferente de articular e combinar a música em suas atividades, priorizando o atendimento ao aluno e a imagem da escola ante a comunidade. Com isto, notei como a influência da teoria das inteligências múltiplas, de Gardner tem grande penetração no meio educacional, pois a música auxilia na compreensão de outras disciplinas. Finalizando, destacam-se questões levantadas pela pesquisa e que poderão servir de sugestões para futuras investigações. / The present research has investigated the functions of music in elementary school: a view of five State schools in Porto Alegre/RS. The proposed subject was made possible through categories arranged by Alan Merriam (1964), American ethnomusicologist. Five schools were researched and the research focused on seventeen volunteers as a way of gathering material regarding the theme. The collected data was obtained through questionnaires, observations and semi-structured interviews submitted to teachers who make use of music in their activities. These activities happened throughout the second semester of the year 2005 and the second trimester of the year 2006. It was observed that the participating teachers make large use of music in their activities, but mainly with an emotional function, having as their main goal to calm down the students so they can have a better performance in class and in school activities. Music is valued as a useful tool particularly used to assist on all sort of school tasks.Each school finds different ways to articulate and combine music and their activities, having the student and the image of the school in the community as a priority. I could also notice how Gardner´s theory of multiple intelligences influences education, as music assists on the understanding of other subjects. In the conclusion, questions which were brought up by the research and can be used as suggestions for future investigations are highlighted.

I denna uppsats undersöks hur syrier och syriska flyktingar har porträtteras i fyra bilder som publicerats i svenska dagstidningar, utifrån frågeställningar om just framställning, vilket kontext som framkommer från artiklarna som bilden publicerats i och huruvida publiceringen av bilderna kan anses etiskt försvarbara. Bilderna som analyseras är bland annat fotot på Alan Kurdi, och tre andra, starka nyhetsbilder. Metoden som använts är kvalitativ, huvudsakligen bildanalys med hjälp av semiotik och steg skapade av Terje Hillesund som behandlar bland annat denotation och konnotation, men även ideologi. För att kunna analysera den kontext som bilderna publicerats i (det vill säga artiklarna) har diskursanalys använts. Teorin som bilderna och texterna undersöks genom är filosofen Emmanuel Levinas ansvarsmoral. Resultatet visar att tack vare den distans som personerna avbildas med tillåter man dessa personer respekt. Men barnen i artiklarna beskrivs utan att nämna vanliga barnaktiviteter som exempelvis lek, vilket fråntar dem en traditionell barnroll och särskiljer dem från svenska barn. Gällande den etiska frågan framkommer flera olika sidor, bland annat att bilderna kan väcka ansvar hos den som ser på bilden – ge dem ett val att ta det ansvaret och rikta uppmärksamheten mot kriget i Syrien, men mer problematiska sidor blev tydliga som att barnen i texterna är passiva aktörer. Slutligen framkom det i en intervju med Aftonbladets utrikesredaktör Martin Schori att tidningen var mer försiktig i publicering av bilder från exempelvis terrorattentatet i Stockholm i april och foton från krigets Syrien.

Mastering the physical aspect of piano technique has long been a topic of great interest and importance to pianists. This is borne out in the numerous pedagogical approaches on the topic of piano technique. Despite the many contributions from pedagogues and scholars in developing an understanding of piano technique, many conflicting approaches often cause more confusion than clarity. After reviewing the literature on pedagogical approaches to piano technique, this study determined that problematic language might lie at the root of the confusion. Core concepts identified in the review of literature as recurring areas of misunderstanding were tension, relaxation, co-contraction, arm weight, and hand and finger shape. The purpose of this study is to seek where issues of language exist in contemporary piano pedagogical approaches and to show how these problems may contribute to the systemic confusion in piano technique. To do this, the language that is used to describe and define the core concepts identified in the review of literature is analyzed in five modern pedagogical approaches. Five authors who have developed approaches that reflect current trends in piano technique have been selected for this study: Barbara Lister-Sink; Dorothy Taubman; Thomas Mark; Fred Karpoff; and Alan Fraser. The first step of this study entails collecting data from each of the five pedagogical approaches. The data is then analyzed for consistency and accuracy. Problems in language that contribute to the inconsistencies and inaccuracies are examined and illustrated with material from the data collection. This study concludes by identifying the main sources of confusion in the use of language: inconsistent and inaccurate use of terms; wavering between scientific, common, and invented language; challenges in describing opposing qualities that come from tension and relaxation; and failing to discern between the individual subjective experience and the mechanics of movement. By recognizing where the problems in language exist, this study represents an important first step for the pedagogical community to reach a common understanding of the language used to describe the physical aspect of piano technique.