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Rethinking Intersemiotic Translation through Cross-Media Adaptation in the Works of Joss WhedonMedendorp, Liz 01 January 2013 (has links) (PDF)
This thesis seeks to respond to the existing dearth of work on practical matters of intersemiotic translation in translation studies thus far by turning to other disciplines that have explored comparable phenomena in greater depth. In particular, in the current atmosphere of media convergence and transmedia production, characterized by the ubiquity of adaptations, remakes, spin-offs, and sequels in the entertainment industry, cross-media adaptation represents one of the most common and prominent forms of intersemiotic translation. Therefore, the various fields of inquiry related to current phenomena of intersemiotic translation, including adaptation studies, film studies, fan studies, and media studies in general, offer relevant and informative models for expanding our understanding of success in intersemiotic translation.
The methodology employed involves an interdisciplinary descriptive approach, using examples of cross-media adaptation found in the works of one successful intersemiotic translator, Joss Whedon. Acknowledging the contextually contingent nature of any such case study, the findings of this thesis identify all three participants in cultural production—form, producer, and audience—as active contributors in the successful production and perpetuation of intersemiotic translations. In particular, this thesis explores possible causes of success in relation to specific cross-media adaptations, proposes attributes of the successful intersemiotic translator, and examines how the reiterative behaviors of active audiences, such as rereading, reinterpretation, and rewriting, help to extend a work’s success.
The capacity to inspire a continuing tradition of translation is itself a key contributing factor to the success of an intersemiotic translation and is most often performed with the collaboration of a community of interpreters. Achieving success is therefore a collective endeavor and a continual process of sustaining a work’s presence in the collective consciousness by renewing its value across temporal, cultural, and semiotic systems. Based on these findings, notions of form, production, and reception in intersemiotic translation are understood by proposing a model of convergent translation, the notion of the auteur-translator, and a collaborative understanding of the construction of a text and its significance through the afterlife of translation.
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Sorry, I Don’t Know a Justin! : A study of LGBTQIA+ Representation, Fan Interaction, and Identity in The Adventure Zone.Jönsson, Sofie January 2023 (has links)
This thesis examines how queer identities are represented through characters in The Adventure Zone, a popular Dungeons and Dragons, fantasy comedy podcast that features unique fan contributions and deep involvement from the creators. Drawing on queer theory and theories of stereotypes and language, audience participation, and transmediation, this thesis argues that The Adventure Zone’s portrayal of queer identities both challenges dominant norms and stereotypes while also being shaped by them, and that listening to the podcast can create opportunities to discuss queer identities, LGBTQIA+ questions and the relationships between author and fans online in the Swedish EFL classroom. The findings indicate that the podcast tries to avoid but still falls into some stereotypical ideas even though it welcomes fan inclusion and representation. The character Taako is also found to be a good subject for discussions with students in terms of negotiating ideas of queerness and identity formation in accordance with the school’s democratic mission of inclusivity and sexuality, consent and relationships outlined in the new curriculum.
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The Last Two Years of David Brachman: The Case for Slow Cinema as a Microbudget Production ModelCasilli, Marcos 01 January 2011 (has links)
The Last Two Years of David Brachman is a feature-length digital film directed, written and produced by Marcos Casilli in pursuit of the Master of Fine Arts in Film & Digital Media from the University of Central Florida. This is a very personal film that presents a sometimes-humorous approach to the following question: what makes life worth living? The film was made on what is categorized as a microbudget, but following the studio production model for the most part. This thesis presents a critique of that combination, advocating for a "slow cinema" model instead.
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Stylometric Embeddings for Book Similarities / Stilometriska vektorer för likhet mellan böckerChen, Beichen January 2021 (has links)
Stylometry is the field of research aimed at defining features for quantifying writing style, and the most studied question in stylometry has been authorship attribution, where given a set of texts with known authorship, we are asked to determine the author of a new unseen document. In this study a number of lexical and syntactic stylometric feature sets were extracted for two datasets, a smaller one containing 27 books from 25 authors, and a larger one containing 11,063 books from 316 authors. Neural networks were used to transform the features into embeddings after which the nearest neighbor method was used to attribute texts to their closest neighbor. The smaller dataset achieved an accuracy of 91.25% using frequencies of 50 most common functional words, dependency relations, and Part-of-speech (POS) tags as features, and the larger dataset achieved 69.18% accuracy using a similar feature set with 100 most common functional words. In addition to performing author attribution, a user test showed the potentials of the model in generating author similarities and hence being useful in an applied setting for recommending books to readers based on author style. / Stilometri eller stilistisk statistik är ett forskningsområde som arbetar med att definiera särdrag för att kvantitativt studera stilistisk variation hos författare. Stilometri har mest fokuserat på författarbestämning, där uppgiften är att avgöra vem som skrivit en viss text där författaren är okänd, givet tidigare texter med kända författare. I denna stude valdes ett antal lexikala och syntaktiska stilistiska särdrag vilka användes för att bestämma författare. Experimentella resultat redovisas för två samlingar litterära verk: en mindre med 27 böcker skrivna av 25 författare och en större med 11 063 böcker skrivna av 316 författare. Neurala nätverk användes för att koda de valda särdragen som vektorer varefter de närmaste grannarna för de okända texterna i vektorrummet användes för att bestämma författarna. För den mindre samlingen uppnåddes en träffsäkerhet på 91,25% genom att använda de 50 vanligaste funktionsorden, syntaktiska dependensrelationer och ordklassinformation. För den större samlingen uppnåddes en träffsäkerhet på 69,18% med liknande särdrag. Ett användartest visar att modellen utöver att bestämma författare har potential att representera likhet mellan författares stil. Detta skulle kunna tillämpas för att rekommendera böcker till läsare baserat på stil.
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Life Histories of Gay, Lesbian, Bisexual, and Queer Postsecondary Students Who Choose To Persist: Education Against The TideOlive, James L. 06 May 2009 (has links)
No description available.
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The Fall and Rise of Lew Wallace: Gaining Legitimacy Through Popular CultureLighty, Shaun Chandler 03 November 2005 (has links)
No description available.
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Plagiat, emprunts, cliché : mise en question de l'originalité artistique et disparition de l'auteur dans <i>La Carte et le Territoire</i> de Michel HouellebecqGuimiot, Vincent Bernard 22 August 2011 (has links)
No description available.
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Decision-making Processes and Developmental Capacities of High-risk College StudentsDrobney, Kristy Lynn 02 July 2012 (has links)
No description available.
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[en] ABOUT THE AUTHOR: FIGURATIONS AND FORMULATIONS IN CONTEMPORARY BRAZILIAN LITERATURE / [pt] SOBRE O AUTOR: FIGURAÇÕES E FORMULAÇÕES NA LITERATURA BRASILEIRA CONTEMPORÂNEAMARIANA DUBA SILVEIRA ELIA 04 October 2016 (has links)
[pt] Refletir sobre a figura autoral na literatura contemporânea: este é o objetivo da presente pesquisa. Revisitamos, num primeiro momento, alguns casos que servem de referência para a produção atual, tendo em mente a hipótese de ser o autor um articulador de realidades inventivas. Nesse sentido, trabalhamos com noções como cópia e semelhança, aparentes falseadores de uma atitude autoral se nos afiançamos na concepção de autor como criador original, mas encarados aqui como recursos para uma produção literária provocativa e instigante. Em seguida, procuramos tratar da imagem do autor no terreno extratextual, ou seja, a construção do personagem autor na vida pública com relação à sua obra e ao possível ou efetivo leitor. Busca-se, nessa parte, pensar de que forma se concretiza certa função autor, resgatando o conceito foucaultiano, através do contato direto do escritor com o leitor para falar da obra. Finalmente, trazemos para a discussão a construção do autor junto a outros personagens que formam o mercado literário, como agentes, editores e profissionais ligados ao texto, de maneira a pensar como tanto a figura autoral quanto a produção ficcional são construções coletivas. A proposta portanto é entender o lugar ocupado pelo autor a partir dos recursos intra e extratextuais que lhe cabem em um contexto de arte interessada na sociedade. / [en] To think about the author in contemporary literature, that is the goal of this research. In the first chapter, working with the hypothesis that the author acts like a creative realities weaver, some cases are revisited as references to present literary writing. Here we bring concepts like copy and similarity, at first sight trickeries of a false authorial attitude if we believe in the idea of an original creator. But these concepts are considered in this dissertation as legitimate assets for a provocative and exciting literature. The second chapter treats the author in the extratextual field, which means we discuss how, as a social character, he is formed in public life, being related with his oeuvre and his possible or effective reader. Our intent is to understand how the foucaultian author function emerges through the contact between writer and reader. In the last part, we bring other agents of the literary market who participate in the construction of the author, like literary agents, editors and other publishing professionals. The idea is to think about the author, and also the fiction itself, as a collective construction. With these three formulations, we try to comprehend where the author is placed from both intra and extratextual resources, always having in mind that we consider art as involved with society and its issues.
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[pt] PROFESSORES POETAS: A AUTORIA DOCENTE COMO ATO ÉTICO-ESTÉTICO / [en] TEACHERS POETS: TEACHING AUTHORSHIP AS ETHICAL-AESTHETIC ACTLILIANE BALONECKER DALUZ NASCIMENTO 13 May 2022 (has links)
[pt] O tema da autoria docente permanece atrelado a um viés instrumental, relacionado à educação a distância ou à atuação do professor para o uso das tecnologias ou elaboração de material didático. O foco da presente pesquisa recai então sobre a autoria enquanto ato ético-estético, sobretudo a autoria de textos poéticos enquanto produção artística e literária. Este trabalho tem como objetivo investigar o que revelam as narrativas de um grupo de professores a respeito de sua constituição enquanto professores poetas e que elementos de reflexão seus textos e narrativas podem fornecer para se pensar sobre a autoria e a poesia na escola. Busca-se verificar que concepções de poesia os professores poetas pesquisados trazem consigo e conhecer como a poesia se faz presente na prática docente desses professores, bem como identificar experiências com a poesia que afetaram os sujeitos pesquisados e que podem servir de reflexão para se pensar sobre a autoria e a poesia na escola. Mikhail Bakhtin constitui o principal referencial teórico-metodológico deste estudo. As reflexões desenvolvidas pelo filósofo da linguagem, especialmente os temas voltados a uma filosofia da alteridade, compõem o fundamento basilar e orientam o percurso teóricometodológico adotado na investigação. Outros autores cujas reflexões amparam este estudo são Paul Celan, Cristóvão Tezza, Roland Barthes, Michel Foucault, Roger Chartier, Sir Ken Robinson. A pesquisa, de cunho qualitativo, ancora-se em uma metodologia marcada pelo viés narrativo, em que sujeito pesquisado e pesquisadora narram suas experiências a fim de construir sentidos em uma teia de significados que, coletivamente, vai se (entre) tecendo por meio das narrativas e poemas dos sujeitos constituintes do estudo, como uma rede. Os dados da pesquisa foram coletados a partir de dois principais procedimentos metodológicos: questionários online e narrativas autobiográficas, em uma costura que visa assumir a forma dialógica de vozes poéticas que, juntas, compõem um
colar de poesia, arte e resistência, que traz à tona vozes e gritos silenciados, fiosmissangas das memórias dos professores poetas sujeitos da pesquisa, vozes que se colocam em diálogo e, unidas, costuram sentidos. As informações apreendidas nos enunciados dos professores oferecem elementos que conduzem a relevantes caminhos de reflexão, tais como o processo de formação do leitor-autor, as relações humanas que perpassam as práticas de formação, bem como o lugar da afetividade e da sensibilidade na constituição de uma aprendizagem significativa. Percebe-se, a partir dos relatos dos professores e das análises empreendidas, a importância do desenvolvimento de uma educação para a sensibilidade, em que se potencializem a multiplicidade de leituras, a metaforização, a imaginação, a criatividade, o pensamento divergente, componentes indispensáveis para um agir ético e estético que interrogue a realidade de forma crítica e criativa. A pesquisa aponta que o trabalho com a poesia na escola torna-se fundamental na medida em que é capaz de aguçar a sensibilidade, a criatividade, a vertente ética e estética, a ampliação do pensamento crítico-reflexivo e a aquisição de novas formas de empoderamento através do poder libertador da palavra. A investigação conduziu à conclusão de que a autoria é uma forma de resistir e a poesia é uma manifestação de resistência contra a reificação do homem e uma forma de in(ter)venção no
mundo, propiciando o não anestesiamento dos sentidos. / [en] The theme of teaching authorship remains tied to an instrumental bias, related to distance education or to the teacher s performance for the use of technologies or the elaboration of didactic material.The focus of this research is then on authorship as an ethical-aesthetic act, especially the authorship of poetic
texts as artistic and literary production. This work aims to investigate what the narratives of a group of teachers regarding their constitution as poet teachers and what elements of reflection their texts and narratives can provide to think about authorship and poetry in school. It seeks to verify what conceptions of poetry the poets researched bring with them and to know how poetry is made present in the
teaching practice of these teachers, as well as to identify experiences with the poetry that affected the subjects researched and that can serve as reflection to think about authorship and poetry at school. Mikhail Bakhtin is the main theoretical and methodological reference of this study.The reflections developed
by the philosopher of language, especially the themes focused on a philosophy of otherness, make up the basic foundation and guide the theoretical-methodological course adopted in the research. Other authors whose reflections supported this study are Paul Celan, Christopher Tezza, Roland Barthes, Michel Foucault, Roger Chartier, Sir Ken Robinson.The qualitative research is anchored in a methodology
marked by narrative bias, in which researched subject and researcher narrate their experiences in order to construct meanings in a web of meanings that collectively will be (through) weaving through the narratives and poems of the constituent subjects of the study, as a network. The data of the research were collected from two main methodological procedures: online questionnaires and autobiographical narratives, in a seam that aims to take on the dialogic form of poetic voices that, together, make up a necklace of poetry, art and resistance, which brings up voices and silenced cries, beads of the memories of the professed poets of the poets, voices that put themselves in dialogue and, united, stitch senses.The information seized in teachers statements offers elements that lead to relevant ways of reflection, such as the process of reader-author formation, human relations that permeate the practices of formation, as well as the place of affection and sensitivity in the constitution of meaningful learning. From the reports of the
teachers and the analyzes undertaken, the importance of the development of an education for sensibility, in which multiplicity of readings, metaphorization, imagination, creativity, divergent thinking, and indispensable components are potentiated to an ethical and aesthetic action that interrogates reality critically and creatively.The research points out that work with poetry in school becomes
fundamental in that it is able to sharpen sensitivity, creativity, ethical and aesthetic aspects, the expansion of critical-reflexive thinking and the acquisition of new forms of empowerment through the liberating power of the word. Research has led to the conclusion that authorship is a form of resistance and poetry is a
manifestation of resistance against the reification of man and a form of in (ter) venation in the world, providing for the non-anesthetization of the senses.
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