This thesis examines Sephardic melodies that were adopted into the liturgy of the Ashkenazic Jews in London during the early twentieth century. The work begins by presenting a history of Sephardic and Ashkenazic Jews from the time they settled in England to the end of the nineteenth century. Through an analysis of social and religious changes taking place among English Jews of the nineteenth century, this thesis explicates reforms in the synagogue service that led to the inclusion of polyphonic music into the synagogue and eventually, to the incorporation of Sephardic melodies into Ashkenazic synagogue practice. The attempt to canonize the music of Ashkenazic Jews in England was manifested in the widely successful Handbook of Synagogue Music (1889, revised 1899). The second edition is the focus of this thesis. Edited by Francis Lyon Cohen and David M. Davis under the auspices of the United Synagogue and the Chief Rabbi, this volume included Ashkenazic pieces by English as well as non-English Jewish composers. Fifteen melodies of Sephardic origin from the Sephardic compilation The Ancient Melodies, compiled by David de Sola and Emanuel Aguilar in 1857, as well as from The Music Used in the service of the West London Synagogue of British Jews, compiled by Charles Verrinder in 1880 were included in the 1899 edition of the Handbook. This thesis examines the reasons these Sephardic melodies were chosen for inclusion by the editors of the Ashkenazic Handbook during a period of reform.

Submitted by Suelen Reis (suziy.ellen@gmail.com) on 2013-05-09T19:29:28Z No. of bitstreams: 1 Dissertacao Livia Santos.pdf: 359528 bytes, checksum: 6d7b700ee19b443dc47d4d4030cdb832 (MD5) / Approved for entry into archive by Alda Lima da Silva(sivalda@ufba.br) on 2013-05-10T17:29:56Z (GMT) No. of bitstreams: 1 Dissertacao Livia Santos.pdf: 359528 bytes, checksum: 6d7b700ee19b443dc47d4d4030cdb832 (MD5) / Made available in DSpace on 2013-05-10T17:29:56Z (GMT). No. of bitstreams: 1 Dissertacao Livia Santos.pdf: 359528 bytes, checksum: 6d7b700ee19b443dc47d4d4030cdb832 (MD5) Previous issue date: 2004 / A dissertação intitulada A pedagogia da ausência e outras ensinanças: Judith Grossmann e a cena da escrita busca, através da leitura analítica de depoimentos, entrevistas, textos de crítica, teoria da literatura, romances e contos de Judith Grossmann, observar como se dão os trânsitos de cenas e idéias entre estes textos e a sua ligação com a prática acadêmica da autora. Este trânsito ilustra aquilo que chamamos de “Pedagogia da ausência”, que é a discussão de temas e questões pertencentes à Teoria da Literatura nos textos literários. Desta maneira, acreditamos que Judith Grossmann faz do seu texto de lavra criativa cena de discussão e debate de teorias da literatura que, comumente, encontram o seu local de reflexão nas salas de aula e mesas de congressos. Assim, a literatura se converte em sala de aula, fazendo com que a professora Judith Grossmann não deixe jamais de formar novos alunos e discípulos sem que o texto perca o apuro estético indispensável à obra de arte. / Salvador

The majority of the world's languages are poorly represented in informational media like radio, television, newspapers, and the Internet. Translation into and out of these languages may offer a way for speakers of these languages to interact with the wider world, but current statistical machine translation models are only effective with a large corpus of parallel texts - texts in two languages that are translations of one another - which most languages lack. This thesis describes the Babylon project which attempts to alleviate this shortage by supplementing existing parallel texts with texts gathered automatically from the Web -- specifically targeting pages that contain text in a pair of languages. Results indicate that parallel texts gathered from the Web can be effectively used as a source of training data for machine translation and can significantly improve the translation quality for text in a similar domain. However, the small quantity of high-quality low-density language parallel texts on the Web remains a significant obstacle.

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This dissertation aims to explore how we, as teachers, can use texts and develop ways of working with texts in an English classroom with an eighth grade class. The syllabus states that different texts should be implemented but it does not express how this could or should be done. In this particular study we engaged in action research where we planned, carried out and evaluated a lesson series involving three different texts related to the same content, namely the story of Pay It Forward. The evaluation took the form of a triangulation of observations, a questionnaire and four interviews. We engaged a class from the eighth grade in the evaluation of the project since teaching and learning are intertwined.The evaluation of this project indicated that it might be beneficial to use three different texts and text types, related to the same content. It might also be beneficial to take the students‟ literary repertoires into consideration when choosing what texts to use. Another factor that we think should affect the choice of texts is the students‟ thoughts on their preferred way of input. Through the evaluation of the project we have also seen possible benefits of working with assignments in connection to the texts. To include a variety of assignments might help the students to develop the four different skills, reading, listening, speaking and writing.

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