京都大学 / 0048 / 新制・課程博士 / 博士(人間・環境学) / 甲第19942号 / 人博第794号 / 新制||人||191(附属図書館) / 28||人博||794(吉田南総合図書館) / 33028 / 京都大学大学院人間・環境学研究科共生文明学専攻 / (主査)教授 前川 玲子, 教授 Hayashi Brian Masaru, 教授 中嶋 節子 / 学位規則第4条第1項該当 / Doctor of Human and Environmental Studies / Kyoto University / DGAM

The present study discusses some of the culture-specific and name issues encountered during a translation from English into Swedish of the walking guide Leisure walks for all ages - The Lake District. Peter Newmark’s model of translation procedures forms the basis for the analysis and a variety of his translation procedures are examined in relation to the two specific aspects – culture-specific phenomena and names. The results show in reference to culture-specific phenomena that whenever a cultural word in the source text did not seem to have an established translation in the target language, either the cultural equivalent-, functional equivalent-, descriptive equivalent- or the additions translation procedure were used. With reference to names, Newmark’s transference translation procedure was used. If the name merely served as a label or was likely to be understood by the target reader transference alone was used. However, when the purpose of the name was to explain the way or a place, or if it was likely that the geographical feature might be unknown to the target reader, transference was used with a classifier.   : culture,

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Presentations of Oriental people as subordinated the West and their ideals was one way for Europeans to expand and keep control over their colonies in Africa during the nineteenth- and twentieth centuries. France and Great Britain controlled their colonies in different ways which has led to diverse legacies. Today, tourism is a source of revenue for former colonies, such as Tunisia and Kenya, and tourism also helps to spread knowledge and images of distant countries. A guidebook is one way that knowledge of other countries and people are spread to travelers. During history, images of distant people were based on a colonial discourse in which the west was seen as superior; but is that still the case? The purpose of this paper was to analyze how Tunisia and Kenya are presented in the Lonely Planet guide to Tunisia and the Lonely Planet guide to Kenya to investigate if they are constructed through a colonial discourse, and to see if there are any dissimilarities on how they are presented. With a postcolonial theory and critical discourse analysis and with a colonial discourse as framework, the guidebooks were examined to see how people and culture were presented. The research showed that Lonely Planet guidebooks use a colonial discourse in the presentation of Tunisia and Kenya where distinctions are made between the inhabitants and the western world. The Orient was subordinated the superior Occident which reinforces the notion of others as being different and less than the west. Diversities between how Tunisia and Kenya were drawn in the guidebooks were found. The colonial heritage was more present in Tunisia than in Kenya, while in Kenya the people were presented as more brutal than in Tunisia. Reasons for that could be many, but the critical issue is why the western world still constructs other people as subordinate and different.

A field guide is always a handy, but rare, little document, especially for a secondary educator. Therefore, the purpose of this project was to research, develop, write and present this document, for the Landels-Hill Big Creek Reserve. The University of California Natural Reserve System oversees thirty-six multi-acre, natural reserves. One part of the overall mission of these reserves is an educational outreach program in which curriculum is made available to the school systems. The curriculum is to be used to educate the students about each specific reserve area, to engage students in learning about their environment and to create an awareness of the need for conservation of wild areas. The final products from this research are a secondary-level geology guidebook, for students, with suggested classroom and in-field lessons, specifically written for the Landels-Hill Big Creek Reserve, Big Sur, California, along with a revised and updated geologic map of the Reserve and a teaching rock collection, for use at the Reserve. / text

in English This Master's Thesis deals with guidebooks about Paris published in France, Czechoslovakia and the United States of America between the years 1918-1939. It analyses how the French capital city is presented in the guidebooks and how far the representation differs according to the country of publishing. The first two chapters deal with the modern history of tourism up until the interwar period and with the formation of major collections of guidebooks. The following chapters use a comparative perspective to analyse three major aspects of tourist guidebooks about Paris: itineraries; recommended places and monuments (the so-called "must- sees"); and global images of Paris. The analysis reveals that the country of publishing had only a limited impact on the content of the guidebooks; rather, the books largely respected established rules and patterns within the genre. Key words: tourism, guidebook, Paris, interwar period, representation, image of the city Résumé en français Ce mémoire de master analyse des guides touristiques de Paris publiés en France, en Tchécoslovaquie et aux États-Unis entre 1918 et 1939. Le mémoire étudie de quelle façon la capitale de la France était présentée dans les guides et quelles étaient les différences de cette représentation en fonction du pays d'origine publiant...

The purpose of this project was to develop an environmental education program guidebook for use by the Episcopal Church.

The subject of this dissertation is the Zoological Gardens of the Zoological Society of London (f. 1826) in the nineteenth century. Located in Regent s Park, it was the express purpose of the Gardens (f. 1828) to function as a testing-ground for acclimatisation and to demonstrate the scientific impor­tance of various animal species. The aim is to analyse what the Gardens signified as a recreational, educational and scientific institution in nineteenth-century London by considering them from four different perspectives: as a pan of a newly-founded society, as a part of the leisure culture of mid-Victorian London, as a medi­ator of popular zoology and as a constituent of the Zoological Society's scientific ambitions. After an introduction which describes the devlopment of European zoos, Chapter two recapitu­lates the early years of the Society and the Gardens. The original aims of the Society—science and acclimatisation located in a museum and zoological garden—as stated in various prospectuses, are examined. The implications of acclimatisation, it being a problematic practice, are outlined and the connections between acclimatisation, the Society, the Gardens and the British Empire are also briefly considered. The founding of the Gardens is extensively described as well as how the animals were obtained and how exhibits were arranged. Chapter three is based primarily on the popular response to the Gardens in the 1850s when, after a period of decline, the institution once again became a common London visiting-place. The most important questions of this chapter concern the public and how it reacted to the Gardens of this period. The financial problems preceding the five years between 1850 and 1855 ^ described as well as how the Society managed to regain its popularity. This process was closely linked to the decision in 1847to let non-members of the Society enter the Gardens, and the implications of this resolution are discussed. As a background to the Gardens' popularity, two other London recreations are also described: the Colosseum Panorama and the Surrey Zoological Garden. The Surrey Zoological Gar­den especially is interesting, as it was a rival of the Society's Gardens, and the different attractions of these establishments are considered. Chapter four focuses on the official and non-official guidebooks to the Gardens and the implica­tions of these as mediators of popular zoology. The historical and cultural connection between the guidebooks and travel handbooks is oudined and also how the genre as a whole is constructed. The progress and development of the Society's guidebooks during the nineteenth century is described and the differences between these guidebooks and the non-official ones are examined. Finally, with the aid of Victorian children's books, I argue that the guidebooks can literally be considered as travel handbooks since a visit to the Gardens may be regarded as a journey of knowledge. Chapter five is an in-depth study of the zoological science of the Gardens. The scientific work of the Society is briefly described, starting with the Committee of Science and Correspondence, and the Proceedings of the Zoological Society of London. The Proceedings reports that base their findings on animals in the Gardens are then described together with minor detours into the history of taxonomy and morphology. / digitalisering@umu

This study examined the factors superintendents consider when making the decision between commercially developed curriculum or locally developed curriculum. This study was guided by three research questions: (a) What factors does the superintendent consider in selecting a curriculum? (b) How do these factors impact the decision to use a commercially developed curriculum or to use a locally developed curriculum? and (c) How does the decision-making process regarding curriculum selection correlate with other functions of the superintendent and the school district? This qualitative multiple-case study intended to describe the experiences of six school superintendents who have served in this capacity for ample time to have developed a perspective in relation to curriculum choice for their respective districts. During semi-structured interviews, questions posed to the participants were organized around the following themes: (a) importance of curriculum along with time devoted to overseeing curriculum and how this relates to other responsibilities of the superintendent; (b) the factors considered when deciding curriculum choice; (c) the pros and cons of commercially developed curriculum and locally developed curriculum; and (d) the challenges associated with curriculum. This questioning along with the review of documents relating to curriculum guided the development of the findings and provided structure for the reporting of data and analysis. The data collected through the interviews and document reviews were coded according to first-level coding and pattern coding. This research study revealed that overseeing and maintaining a guaranteed and viable curriculum is very time and cost intensive, but the essential piece for student achievement. In addition, in regards to deciding between commercially developed or locally developed curriculum, the superintendents in this study were adamant advocates for their curriculum choice and had justifiable reasons for their choice. The final finding disclosed in this study was that with the role of the superintendent being very taxing, the function of Curriculum and Instruction does not always take priority. In conclusion, with such emphasis placed on having a guaranteed and viable curriculum, as the chief instructional leader, superintendents must put forth a concentrated effort to select a curriculum that will promote and support student learning and success. / text