No description available.

Thesis (Ph.D.)-University of KwaZulu-Natal, Durban, 2009. / Full text also available online. Scroll down for electronic link.

The Introduction surveys previous work on the Meidias Painter and his Associates, and outlines the form that the present study is to take. In Chapter I the Painter and his Associates are introduced; their style is briefly assessed, and an attempt is made to establish their dates and their artistic, social and historical background. In the following Chapters, the Meidian scenes are grouped together by subject and mood. Each group of scenes is similarly treated; the representations are first described and then discussed. Reference is made to the literary and artistic traditions behind each subject, and attempts are made to account for any unusual or especially interesting features of the scenes, and to determine the factors which influenced their design. In Chapter II the more violent scenes are discussed, the Amazon-, gigant- and centauromachies, the Minotaur, Persians chasing women and Oedipus slaying the sphinx. Chapters III and IV discuss the 'heavenly garden' scenes which are most characteristic of the Meidian group, scenes set in paradise gardens from which all violence is excluded. In these Chapters the Meidias Painter's name vase and related scenes, Phaon and Adonis, Thamyris, Marsyas and Mousaios, Personifications, Chryse, Apollo and Artemis, Asklepios, Eleusinians, Dionysos and Aphrodite are all discussed. Chapter V is reserved for non-violent yet non-heavenly garden scenes - Nausikaa, Amymone, Ixion and Trojan themes. Chapter VI deals with non-mythological scenes, those of women and cult. In the Conclusion it is suggested that the two major characteristics of Meidian iconography are its interest in nature and its concern to soften and romanticize mythology, and it is argued that both may derive from the contemporary social and political climate. A catalogue of vases attributable to the Meidias Painter and his Associates is appended.

No description available.

Thesis (doctoral)--Johannes-Gutenberg-Universität zu Mainz, 1981. / Includes bibliographical references and indexes.

Research studies have investigated issues in the teaching of writing, particularly at the elementary and university levels. Studies of out-of-school writing done by adolescents have focused on digital contexts and social media. This study examines the intersections of the out-of-school and in-school writing worlds of three high school writers: a poet, a novelist, and a contest essay writer. I use data gathered over seven years from the student writers and four of their English language arts teachers. Research questions focused on how notions of student writers and the teaching of high school English might be informed by the ways student writers described their out-of-class writing and motivation for writing, how their teachers developed and implemented their philosophies and practices in teaching writing, and how the student writers developed their internally persuasive discourses about writing. In analyzing case study data to answer these questions, I used constant comparison analysis and narrative inquiry analysis, drawing upon theories of heteroglossic discourses, figured worlds, and writing identity. My findings show that in the intersections of out-of-school and in-school writing experiences, students select some writing practices and discourses from their teachers to adopt or adapt, such as developing writing processes, participating in writing communities, and caring about writing. They complicate their definitions of writing, however, as they create figured worlds of writing in which they explore identity, navigate and negotiate complex emotions, and receive recognition. The students illustrate their dialogism with writing discourses in stories of improvisation in which they find power and enact resistance. I argue that writing teachers need encouragement, education, and agency to entertain more complex perceptions of student writers and teaching writing to support students for future personal, academic, career, and public discourse worlds.

This case study investigated the ways in which its participants drew from available language and literacy practices as they constructed identities in various contexts. Data was gathered using ethnographic methods, including field notes, interviews, artifact collection, and video data. Observations took place within a fifth grade classroom and select focal participants were interviewed and collected video data on their own outside of school. The study was framed through theories of context-dependent identities, built from the semiotic resources available to people based on context and positionality. Findings suggest the participants engaged in multimodal, heteroglossic composing practices outside of school, while inside of school their composing practices were defined by accountability measures imposed on them from outside the classroom. Findings also showed how the classroom community was discursively built and maintained, at times functioning as a homogenizing force even though the discourses defining the community were those of acceptance and diversity. Participants cultivated what they viewed were acceptable identities within the classroom through the language and literacy norms and practices therein. The study suggests implications for educators in how language and literacy practices shape acceptable identities and the spaces for them, and for how the construct of community is understood and intended in classrooms versus how it functions in practice. / text

Thesis (Ph. D.)--New York University, 1988. / Includes index. Includes bibliographical references (leaves 393-408).

Thesis (Ph. D.)--University of California, Berkeley, May 1998. / "Spring 1998." "UMI Number: 9902178"--Prelim. p. "Printed in 2005 by digital xerographic process on acid free paper"--P. after T.p. Includes bibliographical references (p. 273-295).

Thesis (M.A.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (December 20, 2006) Includes bibliographical references.