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In this thesis entitled Traduction et creation chez l'ecrivain-traducteur, we set out to demonstrate that faithfulness is as much a fundamental experience to the writer-translator in his creative writing task as it is in his translation task. / We shall see that the everlasting translation debate opposing faithfulness to betrayal can only find its resolution through a fresh interrogation of the notion of meaning, which is too often viewed as determined and translatable, thereby constraining the literary work. / Thus, we found it necessary to return to the experience of reading as a pursuit of a meaning that is multiple and in movement. To better understand what this reading experience means, we turned to that special reader the writer-translator is, for he is involved both in the reading and in the writing of the literary work. / In the intimate movement which leads from reading to writing, the writer-translator need not be faithful to the source language or to the target language, but faithful to what is revealed between the two, to what eludes them both. In this manner, translation becomes the pursuit of a third language, which would be as close as possible to the literary absolute of which all works, whether written by the writer-translator or by the author he translates, are translations.

Milk was collected from five Rocky Mountam bighorn sheep living in the Jasper National Park area of Alberta. The milk was collected at 1 1/2 and 3 months post partum. The total solids, ash, fat, lactose and protein contents of the five samples were determined. The fatty acids constitution of the milk fat was estimated by gas-liquid chromatography. [...]

<p>The fundamental purpose of <i>Theoretical Communities of Praxis: The University Writing Center as Cultural Contact Zone</i> is to investigate the situatedness of Writing Center Studies, defining it as an autonomous (sub)discipline and interdisciplinary contact zone within the larger discipline of Rhetoric and Composition. In order to meet this objective, a &ldquo;Communities of Praxis&rdquo; methodological and theoretical framework, based on scholarship of Critical Discourse Analysis, ecocomposition, and Contextualist Research Paradigm, is applied in the analysis of a variety of WCS discourses. </p><p> In doing so, WCS is repositioned as a series of interrelated, triangulated contact zones that are based on collaborative interactions and illustrated through the development of heuristic maps that challenges the traditional discursive practices of local writing centers and the WCS (sub)discipline alike. By emphasizing a (sub)disciplinary identification based on embracing WCS&rsquo;s place as an interdisciplinary contact zone, this dissertation demonstrates ways for all stakeholders to employ a Communities of Praxis framework in order to more effectively and more equitably consider the theoretical places and physical spaces of Writing Center Studies. </p>

<p> This study is a rhetorical analysis of 911 active shooter calls. Working from frame theory it examines the types of communication that occur during crisis situations. This study reviews the actual audio tapes of the Columbine Colorado School shooting, the Trolley Square Salt Lake City UT shooting and the Arizona shooting of Congresswoman Gabby Gifford. This study provides a method for investigating the communication between caller to 911 and the telecommunicators that answer 911calls. It provides a baseline of the communication activities that are occurring and this method of communication is rapidly changing with pending text-mediated communication scheduled to take effect in 911 centers in 2014.</p>

<p> Nativist language, expressed as opposition to foreigners, has been a part of American history since the country's founding. At various times, often during periods of recession and economic pressure, nativist movements have arisen with remarkable fervor, at times affecting the course of the nation's history. Most recently, the twenty years from 1990-2010 saw a significant increase both in the number and power of anti-immigration organizations. During this period, the contemporary minutemen, organizations of nativists focused on border security, came to prominence. Anti-immigrant pressure groups, whose purpose was to focus on specific aspects of immigration, became powerful. Nativist politicians found that rhetoric could successfully elevated their cause to prominence on the national stage. </p><p> This study uses principles of generic criticism to analyze the rhetoric of two contemporary Minutemen organizations and their founders, as well as three prominent nativist leaders. It seeks to determine whether there are common characteristics in the chosen examples of nativist rhetoric. Under such circumstances, the rhetoric would be classified as belonging to a particular genre, or type. The analysis reports that there are five common characteristics shared by the five rhetors: Appeals to rationality and positioning within the mainstream; predictions of threats to economic security and political stability; paranoid language; patriotic and constitutional imagery and alignment with law enforcement; and appeals for sympathy for victims. It continues by comparing the five commonalities with common rhetorical forms and concludes that all five align with the rhetorical type known as the jeremiad. Named for the biblical prophet Jeremiah, this type of rhetoric is marked by a call for a return to traditional values, predictions of disasters to come if the audience does not heed the warnings, and reassurance that the audience and the nation will be rewarded for their righteous behavior. The study also finds that contemporary nativist rhetoric can be classified as exhibiting the paranoid style of rhetoric. The study concludes with an enumeration of issues relating to rhetorical studies of nativism that arose during the research. These issues would be useful avenues of inquiry for other researchers intrigued by the subject.</p>

The method proposed by David Bleich in Readings and Feelings has been studied in a small group to determine if emotional involvement with literary works may be increased and, if so, what effect such increase would have on traditional literary competence. Results show that Bleich's method does increase emotional involvement with concurrent improvement in literary skills, particularly in the selection of more significant themes for student writing. Discussion of the method's application in regular classrooms is included.