Thesis (Ph. D.)--North Texas State University, 1963. / Includes bibliographical references.

The object of the present research is the features of the Bildungsroman genre “Great Expectations” by Charles Dickens, “Of Human Bondage” by William Somerset Maugham and “The Cider House Rules” by John Irving. The aim of the Bachelor Thesis is to explore structural and poetic elements (canons) of the Bildungsroman in the aforementioned novels. To achieve the aim the following objectives have been set: 1) to overview the history of the Bildungsroman and to present theoretical poetic elements of such a genre; 2) to identify the key features of the Bildungsroman in the aforementioned novels; 3) to carry out the comparative analysis of the novels in the aspect of the Bildungsroman. The methodology of the Bachelor Thesis includes Jerome Buckley’s conception of the Bildungsroman, which was employed to trace the features of the Bildungsroman in chosen novels. Also, Gintaras Lazdynas’s structural and poetic elements (canons) of the Bildungsroman, presented in his book, were referred to in the present research were used. The comparative literature as a method (the definition of Tötösy de Zepetnek) enabled to analyze novels in the comparative aspect. Novels portray typical protagonists of the Bildungsroman genre whose quest towards self-identity is long, gradual and full of challenges. However, such journey towards spiritual maturity is crucial, as it provides heroes with a life education and new experiences. Therefore, at the end of their journey, after completion... [to full text] / Darbo objektas – bildungsromano žanrinės ypatybės Charleso Dikenso romane „Didieji lūkesčiai“, Williamo Somerseto Maughamo romane „ Aistrų našta“, bei Johno Irvingo romane ‚ „Sidro namų taisyklės“. Bakalauro darbo tikslas – atskleisti, kaip pasirinktuose romanuose atsispindi tradiciniai bildungsromano žanro struktūriniai ir poetiniai elementai (kanonai). Tikslui pasiekti buvo iškelti šie uždaviniai: 1) apžvelgti bildungsromano istoriją, bei pristatyti šio žanro kanonus (poetinius ir struktūrinius elementus); 2) atpažinti pagrindines bildungsromano žanro ypatybes pasirinktuose kūriniuose; 3) analizuoti romanus lyginamuoju bildungsromano aspektu. Bakalauro darbo metodologija apima Jerome’o Buckley’o bildungsromano koncepciją, norint identifikuoti šio žanrinio tipo romano ypatybes pasirinktuose kūriniuose. Taip pat darbe buvo naudojami Gintaro Lazdyno išskirti bildungsromano struktūriniai ir poetiniai elementai (kanonai). Komparatyvistinė literatūra kaip metodas (Tötösy de Zepetneko apibrėžimas) leido analizuoti tris grožinės literatūros romanus lyginamuoju aspektu. Romanai vaizduoja klasikinius bildungsromano protagonistus, kurių kelias link harmonijos bei savęs suradimo yra ilgas, laipsniškas bei pilnas išbadymų. Toks kelias, vedantis link dvasinės brandos, yra labai svarbus, nes būtent šios kelionės metu herojai pereina gyvenimo mokyklą bei įgyja naujos patirties. Būtent dėl šios priežasties savo kelionės pabaigoje, įveikę įvairias dvasinio vystymosi... [toliau žr. visą tekstą]

Thesis (Ph. D.)--North Texas State University, 1963. / Includes bibliographical references.

Dissertation (D.M.A.)--The University of North Carolina at Greensboro, 2009. / Directed by John Salmon; submitted to the School of Music. Title from PDF t.p. (viewed May 11, 2010). Includes bibliographical references (p. 150-159).

Thesis (M.A.)--University of Wisconsin--Madison, 1953. / Typescript. Score of Hindemith's Ludus tonalis (London : Schott & Co. ; New York : Associated Music Publishers, c1943) bound in. Includes bibliographical references (1 leaf at end).

Habil.-Schr.--Germanistik--Münster--Westfälische Wilhelms Universität, 1991. / Bibliogr. p. 585-630. Index.

Texte remanié de: D. Phil. thesis--Oxford, 1986. Titre de soutenance : Six studies in the Idea-theory of Hermogenes and Ps.-Aristides. / Bibliogr. p. 154-163. Index.

Cette thèse traite de l'analyse économique des conflits, et plus particulièrement de l'apport d'une méthode, la "Contest Theory". En partant du postulat simple que les agents économiques réalisent un arbitrage beurre-canons, les conflits ont pu être intégrés dans le champ de l'analyse économique. Dans le premier chapitre, nous proposons une synthèse des principaux résultats et nous décrivons le rôle décisif des Contest Success Functions dans ce cadre théorique. Le second chapitre montre que, pour traiter des conflits armés, l'identité institutionnelle des agents devrait davantage être pris en considération dans les modèles de la "Contest Theory". Le troisième chapitre s'intéresse aux motivations pouvant expliquer le commerce d'armes entre ennemis. Nous montrons que si le vendeur dispose d'une technologie militaire et non militaire plus efficace que l'acheteur, le commerce d'armes peut s'avérer mutuellement avantageux. Dans le quatrième chapitre nous proposons d'estimer et de comparer les quatre plus grandes formes de Contest Success Functions en recourant à des données provenant du monde virtuel. À partir d'un échantillon de 1957 batailles, nous trouvons que la forme ratio est celle qui a la plus grande qualité prédictive. En d'autres termes, le principal facteur expliquant la victoire sur un champ de bataille (virtuel) est le ratio du nombre de canons déployés. / This thesis deals with conflict economics, and more precisely with the contributions of the Contest Theory to the field. This method assumes that economic agents face a trade off between guns and butter's activities. By doing so, it allows the consideration of conflicts in economic mainstream. In the first chapter, we offer a survey on guns versus butter models. In particular, we focus on Contest Success Functions which are the cornerstone of the framework. The second chapter highlights one limit of the models of contest theory in conflict economics namely the lack of importance given to the identity of agents. The third chapter studies the motivation which can explain the existence of arms trade between enemies. We show that if the seller has a higher productivity both in guns and butter's activity, there exists a mutually benefficial agreement. As a result, even between enemies, arms trade may be rational. In the fourth chapter, we estimate and compare the four main forms of Contest Success Functionsusing data coming from virtual worlds. Based on a sample of 1957 (virtual) battles, we find that the ratio form is always the best-fit Contest Success Function.

In this study, we investigate pupils’ perceptions in Swedish 3 of the allocation of time of the Canons of Rhetoric when working with oral presentations. We also investigate which relations that exist between pupils’ perceptions of the allocation of time of the Canons of Rhetoric and perceptions of knowledge of the Canons of Rhetoric as well as perceptions of their oral presentation. The study was conducted via a questionnaire and carried out among 245 pupils. Raw data has been analysed to determine the descriptive statistics of the allocation of time of the Canons of Rhetoric and tests for statistical significance have been performed to determine the effects that the allocation of time has on pupils’ perceptions of their oral presentation. We have analysed our results by the use of the cognitive and the socio-cultural perspective. Results show that pupils feel that no phase is given sufficient time and that they believe the three first phases to be higher prioritised than the remaning phases. The amount of class hours is of importance to the perceived knowledge of the Canons of Rhetoric, how easy pupils find it creating a presentation, their sense of preparation and the perceived development as a speaker. Regarding response, emendatio, the time for teacher response does not show any significant correlation to pupils’ perceptions of their oral presentation. If peer response is given before presentations, it has a positive effect on pupils’ satisfaction with the presentation, but has otherwise no influence. In addition, teachers’ scaffolding seems to have a larger effect on pupils’ perceptions of their oral presentation than teacher and peer response. Finally, self-assessment occurs to a low extent and is shown to affect the knowledge of the Canons of Rhetoric and how easy it is creating a presentation in a positive manner.

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