The Finger-Guessing Game is a novel with many layers of themes, characterization, and metaphor, and conveying all of these varied aspects requires a detailed, careful approach to translation. With this thesis I aim to show that strictly adhering to a singular translation method, such as “word-for-word” or “sense-for-sense,” will produce unsatisfactory results at certain points within the novel. This is accomplished by an overview of several different unique aspects of the writing style of this novel, viewpoint, the theme of fate, and the use of idioms and metaphors. Following this will be an analysis of these aspects’ functions within the novel, and how to best translate them to retain their original meaning. In the end, I advocate for a case-by-case approach to the translation of this novel, wherein each unit of translation is considered individually, and the translator judges how to translate it in the best way possible. Only in this way can the meaning present at all levels in the text, from the themes down to the very language used, be translated in a manner which both reads naturally in English and still carries as much of the original meaning as possible.

Thesis advisor: Dennis L. Shirley / The recent mathematics curriculum reforms in the United States resulted in various classroom initiatives and research on cultivating students’ mathematical identity. Among many dimensions of mathematical identity (Fellus, 2019), mathematical authorial identity is connected to how students leverage the interactional space and communicate their ideas about mathematical concepts while invoking authority, especially during students’ peer discussion in mathematics classrooms (Povey & Burton, 2003; Schoenfeld & Sloan, 2016). Despite the emerging importance of students’ mathematical authorial identity, most research on authorship and authority in mathematics classrooms has focused on the relationship between teachers and students, and not on the relationships of students with one another in small groups (Amid & Fried, 2005; Cobb et al., 2009; Wagner & Herbel-Eisenmann, 2014). More attention is needed to understand how the notions of authorship and authority work in students’ interactions with others, and what interactional patterns occur as students construct mathematical authorial identity through classroom discourses (Langer-Osuna, 2016, 2017, 2018; Langer-Osuna et al., 2020). The current study used an applied conversation analysis to investigate students’ interactional patterns of seven small group discussions. These students met virtually four times over one school year to exchange feedback on each other’s mathematical arguments. After transcribing students’ small group discussions, I focused on the occurrences of accounts, which are statements “made by a social actor to explain unanticipated or untoward behavior” (Scott & Lyman, 1968, p. 46). They are typically used by interactants when they offer additional explanation or elaboration in situations when they are accomplishing a dispreferred action. The results indicate that mathematical authorial identity was manifested in three different types of account turns. The first type of account turns was ‘missing accounts,’ which were expected to occur but were missing due to students accomplishing other interactional work. Students deployed this type of accounts as they accomplished various forms of disagreement. The second type of account turns invoked external authority. Students typically deployed this type of account turns towards the end of a sequence, and they were likely to use strong expressions of disagreement. The third type was account turns that invoked shared/internal authority. These account turns usually occurred at the beginning of a new sequence and when students expressed weaker disagreement. The various types of account turns and interactional environments suggest that students actively conceptualize and manage interactional work, such as facework and preference organization, when navigating mathematics classroom discourse. Based on the findings, this dissertation offers pedagogical implications for mathematics educators to actively cultivate group norms that could occasion more interactional affordances for students and be aware of interactional features and sequences that foster students’ construction of mathematical authorial identity. / Thesis (PhD) — Boston College, 2022. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teacher Education, Special Education, Curriculum and Instruction.

This thesis presents an analysis of texts written for a child audience in Russia between 1990 and 2010 and characterized by humorous inversions of common sense, a tendency for jokes, puns and a cheerful narrative tone. These narrative features are associated with the concepts of playfulness and play. This thesis argues that, by addressing the implied child reader of the post-perestroika period in a playful mode, children’s authors tried to cope with profound social and cultural transformations which challenged their identities as adults and intellectuals. The new individual responsibilities concerning the upbringing and the education of children, on the one hand, and the crisis of written culture and of the intellectual as sources of moral guidance, on the other, occurred at the same time as the general structures of trust were collapsing in Russian society. The thesis argues that playfulness allowed children’s authors to explore their own identity, and even to express their own fears and doubts as providers of upbringing and education. At the same time, playfulness was a way to involve the child of the post-perestroika period in an attempt to re-construct culture, an attempt which required a strong pedagogical agency. Divided between the wish to guide younger generations and the need to re-define their own selves, children’s authors found in playfulness a field where these contradictory drives could be negotiated and their authorial personae could be re-worked. In the so-called post-post-Soviet period, which followed the election of Vladimir Putin as President of Russia, playful children’s literature is still engaged in this exploration of the adult self and of the possibility of providing guidance through literature. This exploration is further challenged by a generational gap separating adults with a Soviet background from children. The first chapter establishes the theoretical grounds and methods which inform the thesis, while chapter two provides a historical overview of the way in which play and playfulness, both as cultural phenomena and as concepts, intertwined with specific conceptualizations of childhood in Russian and Soviet children’s literature until perestroika. The last two chapters are devoted to the analysis of texts, and mostly focus on works by children’s authors Grigorii Oster, Artur Givargizov and Natal’ia Nusinova which appeared in the years 1990–2010.

Radim Gelner Overview of specific modes of authorial work protection including the comparison with the general mode of protection - Diploma Thesis Summary In this thesis we analyze specific modes of protection of authorial works provided by the Czech Copyright Act 121/2000 Sb. as amended. These specific modes of protection are invoked either by the type of authorial work (for example computer programs) or by legal circumstances at the time the authorial work is created (for example existing employment relationship). In the first part of the thesis we discuss the parties of intellectual property relationships. Although the author is the primary party of such relationships there are other subjects as well such as heirs, employers, licensees, movie producers etc. We briefly describe the natural rights and the property rights of the author relating to the authorial work and modes of their transferral to other subjects of the intellectual property relationships. Then we follow up with the description of authorial work as a subject of intellectual property relationships. The legal definition of authorial work is provided and analyzed as well as specifics of various kinds of authorial works and modes of its creation (such as joint-authorship). In the third part we discuss the content of natural and property rights...

Academic writing is an important part of undergraduate study that tutors recognise as central to success in higher education. Across the academy, writing is used to assess, develop and facilitate student learning. However, there are growing concerns that students appropriate written work from other sources and present it as their own, committing the academic offence of plagiarism. Conceptualising plagiarism as literary theft, current institutional practices concentrate on deterring and detecting behaviours that contravene the rules of the academy. Plagiarism is a topic that often elicits an emotional response in academic tutors, who are horrified that students commit these ‘crimes’. Recently, educators have suggested that deterring and detecting plagiarism is ineffective and described moralistic conceptualisations of plagiarism as unhelpful. These commentaries highlight the need for credible alternative approaches to plagiarism that include pedagogic aspects of academic writing. The authorial identity approach to reducing plagiarism concentrates on developing understanding of authorship in students using pedagogy. This thesis presents three studies that contribute to the authorial identity approach to student plagiarism. Building on the findings of previous research, the current studies used a sequential mixed-methods approach to expand psychological knowledge concerning authorial identity in higher education contexts. The first, qualitative, study used thematic analysis of interviews with 27 professional academics teaching at institutions in the United Kingdom. The findings from this multidisciplinary sample identified that academics understood authorial identity as composed of five themes; an individual with authorial identity had confidence; valued writing; felt attachment and ownership of their writing; thought independently and critically; and had rhetorical goals. In addition, the analysis identified two integrative themes representing aspects of authorial identity that underlie all of the other themes: authorial identity as ‘tacit knowledge’ and authorial identity as ‘negotiation of identities’. The themes identified in the first study informed important aspects of the two following quantitative studies. The second study used findings from the first study to generate a pool of questionnaire items, assess their content validity and administer them to a multidisciplinary sample of 439 students in higher education. Psychometric analyses were used to identify a latent variable model of student authorial identity with three factors: ‘authorial confidence’, ‘valuing writing’ and ‘identification with author’. This model formed the basis of a new psychometric tool for measuring authorial identity. The resultant Student Attitudes and Beliefs about Authorship Scale (SABAS) had greater reliability and validity when compared with alternative measures. The third study used confirmatory factor analysis to validate the SABAS model with a sample of 306 students. In addition, this study identified aspects of convergent validity and test-retest reliability that allow the SABAS to be used with confidence in research and pedagogy. The overall findings of the combined studies present a psycho-social model of student authorial identity. This model represents an important contribution to the theoretical underpinnings of the authorial identity approach to student plagiarism. Differing from previous models by including social aspects of authorial identity, the psycho-social model informs future pedagogy development and research by outlining a robust, empirically supported theoretical framework.

A comparison of the authorial work in the legislation of the Czech Republic and the United Kingdom Abstract The thesis compares authorial work in the legislation of the Czech Republic and the United Kingdom. The International copyright framework is briefly introduced. Further, the thesis examines the concept of Authorial work in the legislation of the European Union and established decision praxis of the Court of Justice of the European Union. An objective of the thesis is to find key differences between the requirements for the protection of the authorial works within the compared legislations, to describe those differences and to find out whether a similar protection is offered to the authorial works. The first part of the thesis provides a theoretical introduction to the concept of the authorial work and delineates an international context of the topic. The most important international copyright treaties are scrutinized with the special emphasis on the Bern Convention and the authorial work in the legislation of the EU. The second part compares the domestic approaches to the authorial works in both national Copyright Acts. Also, it identifies the most important requirements for the copyright protection. The final part is focused on thorough comparison of the three most important requirements for the...

<p> This dissertation argues that the corpus of so-called Catholic Epistles in the New Testament canon, that is James, 1 and 2 Peter, 1, 2, and 3 John, and Jude, should be accurately called the Jerusalem Apostolic Epistles. These epistles were written by the alleged Jerusalem Apostles, namely James, Peter, John and Jude. Instead of looking at these writings separately, it is proposed that the mission of the Jerusalem Apostles can be discovered by an authorial, historical, and canonical reconstruction of their epistles if they are studied as a collection. These four canonical authors represented three locations of origin, James and Jude from Jerusalem to the Diaspora Jews, Peter from Rome to the Diaspora Jews of eastern Asia Minor, and John from Asia Minor to the vicinity. The seven epistles were closely knitted together like a web through various kinds of connections and similarities.</p> <p> In the process of the canonization of these epistles, we find that the Jerusalem Apostolicity representing the Jewish Christianity played a role in the church in, on the one hand, separating from first-century Judaism, and, on the other, counterbalancing the Gentile Christianity represented by Paulinism. The latter parting of the ways has been in existence from the days of the apostles to even the days of Augustine. The rise of heresies indirectly stimulated the making of creeds and regula fidei.</p> <p> Papyrological and patristic evidences show that some of these epistles existed and were in circulation as early as the second century. The Jerusalem Apostles and their writings were recognized, mentioned, quoted, and circulated. There were obstacles for some of the writings of the Jerusalem Apostles to be recognized into the canon. However, in view of the final product and the placement of the canon, all these epistles were compiled together following the Book of Acts to form a single unit of the Apostolos. I propose a canon-logical reconstruction of the Jerusalem Apostolic Theology, and a reading of the Catholic Epistles with literary rearrangement within the Apostolos as part of the discussion of the final canonical product.</p> <p> This dissertation concludes with my attempt of an authorial, historical, and canonical reconstruction of the mission of the Jerusalem Apostles.</p> / Thesis / Doctor of Philosophy (PhD)

Studiens övergripande syfte är att undersöka om det finns ett samband mellan olika bruk av förstapersonspronomen i tre olika ämneskategorier av studenters c-uppsatser och refereegranskade artiklar och, i så fall, hur sambandet ser ut. Därtill vill denna studie undersöka om detta samband kan bero på följande faktorer: skribenters erfarenhet, skilda skrivkonventioner och skilda skrivpraxis i olika textdelar (d.v.s. inledning, forskningsbakgrund, metod osv). Förutom att jämföra andelen förstapersonspronomen kommer denna studie också att undersökas författaridentitet med utgångspunkt i Tang och Johns (1999) modell. Resultaten visar att i akademiskt skrivande förekommer förstapersonspronomen olika ofta i olika ämneskategorier av c-uppsatser och refereegranskade artiklar, vilket troligen beror på olika skrivkonventioner inom olika ämnen. Generellt förekommer förstapersonspronomen mest i två textdelar av den examinerade korpusen: inledning samt diskussion och avslutning. Detta indikerar att på grund av olika skrivpraxis, tillåts författare vara mer eller mindre närvarande i olika textdelar. Slutligen visar denna studie att den representativa identiteten är den mest frekventa i alla ämneskategorier av både c-uppsatser samt refereegranskade artiklar. / The aim of this study is to investigate whether there is a connection between different uses of first-person pronouns in three different subject categories of students’ c-theses and peer-reviewed articles and, in that case, how this connection looks like. Also, if this connection may depend on the following factors: writers' experience, different writing conventions, different writing practices in different parts of text (i.e., introduction, research background, method etc.). In addition, this study aims to investigate the authorial identity based on Tang and John's (1999) model. The results show that, in academic writing, first-person pronouns occur differently in diverse subject categories of c-thesis and peer-reviewed articles, which is probably due to dissimilar writing conventions within different subjects. Generally, first-person pronouns occur mostly in two parts of text in the examined corpus: introduction and also discussion and conclusion. This pinpoints that, due to diverse writing practices, authors are allowed to be more or less present in different parts of text. To conclude, this study shows that the representative authorial identity is the most frequent in all subject categories of both c-theses and peer-reviewed articles.

The diploma thesis focuses on work with poem mostly in lessons concerning reading and literary education and also cross-curricular usage of it in elementary school. The theoretical part is dealing with findings from the field of literary theory and didactics focusing on work with poetic text, its basic terms and poetic tools. There is also a brief development of Czech authorial poetry and reference to folk´s literature. The questionnaires of the research part are focused on usage of poetic texts in teaching in elementary school, the attention is especially put on the way how it can be applied and the degree of its application. The practical part offers a database of activities for work with poem and samples of handouts which were verified by pupils of elementary school. Methodical double-sheet for teachers is attached to the handouts for pupils.

Trabalhando com a linha de pesquisa \"Direito moral e patrimonial de autor\" propõe-se um estudo sobre o Direito de Autor na obra musical, abordando mais especificamente as relações contratuais entre autores e empresas de gravação e distribuição, quais sejam: produtores fonográficos (gravadoras) e editoras musicais. O presente trabalho é dividido em três partes. A primeira trata da propriedade intelectual sobre obras imateriais, sua evolução histórica e os conceitos da doutrina autoralista, substrato intelectual necessário para compreensão do problema de pesquisa: o desequilíbrio contratual e o dano autoral. A segunda parte analisa a questão proposta sob o ponto de vista do Direito Civil e da Constituição Federal brasileira, apresentando propostas de solução pela via judicial. A terceira e última parte cumpre a tarefa de apresentar propostas preventivas ao problema apresentado, seja quanto à prática contratual seja na atualização da legislação autoral brasileira. / Trabalhando com a linha de pesquisa \"Direito moral e patrimonial de autor\" propõe-se um estudo sobre o Direito de Autor na obra musical, abordando mais especificamente as relações contratuais entre autores e empresas de gravação e distribuição, quais sejam: produtores fonográficos (gravadoras) e editoras musicais. O presente trabalho é dividido em três partes. A primeira trata da propriedade intelectual sobre obras imateriais, sua evolução histórica e os conceitos da doutrina autoralista, substrato intelectual necessário para compreensão do problema de pesquisa: o desequilíbrio contratual e o dano autoral. A segunda parte analisa a questão proposta sob o ponto de vista do Direito Civil e da Constituição Federal brasileira, apresentando propostas de solução pela via judicial. A terceira e última parte cumpre a tarefa de apresentar propostas preventivas ao problema apresentado, seja quanto à prática contratual seja na atualização da legislação autoral brasileira.