This thesis examines the fiction of the Columbian author Gabriel García Márquez, and focuses on hyperbole as a fundamental characteristic of Márquez's fiction. There is special interest in three aspects of his work: setting, people, and themes.

Hyperbole has a varied and contentious history, and its forms and functions are largely ignored and dismissed today. Often misunderstood, hyperbole nevertheless offers critical insights into our understandings of epistemology and ontology that cannot go unexplored. In order to recover and reinvigorate a theory of hyperbole within the field of rhetorical theory and criticism, I explore the history of this critical trope from ancient to modern times. I then offer two functions and one meta-function of hyperbole based on this historical survey: moving through impossibility towards possibility, asserting a lie on the side of truth(s), and re-orienting one’s perspective through disorientation. Derived from a historical survey of hyperbole, these two functions and one meta-function are vital for understanding and constructing a theory of hyperbole that is productive and useful for current theoretical discussion. Using these functions, I offer a variety of examples under the purview of the epideictic and grotesque genres and show how hyperbole might be employed within rhetorical theory and criticism. Overall, this project seeks to respond to the gap that exists within current rhetorical theory regarding hyperbole, to explore why hyperbole is often dismissed as a tropological expression of excess and exaggeration, and to revitalize interest in hyperbole for critical use in areas such as rhetoric, theology, and philosophy.

Few works have created such memorable characters as the Iliad and Odyssey. Readers come away from these works with the impression that the characters described in the stories are larger than life: Achilles is strong, Ajax is enormous, Patroclus is bloodthirsty, Nestor is ancient, Stentor is loud. Nobody leaves Homer’s epics thinking his heroes are not worthy of their lasting fame. This study argues that, although the heroes of the two Homeric epics are meant to be impressive, their characterization in the Iliad and Odyssey is the result of a process of rationalization whereby the hyperbole traditionally ascribed to such figures was toned down when the two poems were finally committed to writing. I argue this by showing that the hyperbole used to describe these heroes is paralleled across many Indo-European epic traditions and that, for the most part, it is much more exaggerated in these related epics. From the scant remains of the Epic Cycle, there is reason to believe that the context in which Homeric poetry was formed was receptive to the fantastic. The best explanation of these two pieces of data is that the Iliad and the Odyssey rationalize traditional hyperbole. This was done so that the poems would have a broader appeal and greater clarity, vividness, and simplicity, traits which have long been considered hallmarks of Homer’s style.

Este trabalho tem por objetivo mostrar a relação que existe entre a geometria, estudada no ensino básico, com o sistema de posicionamento global GPS, procurando trazer aos alunos uma visão diferenciada da matéria, de forma desafiadora e motivadora. O funcionamento do sistema GPS é baseado em princípios geométricos e físicos simples. São apresentadas atividades em sala de aula, mas restritas a duas dimensões, para aplicarmos desenho geométrico no papel e simplificar os cálculos para os alunos, já que não é necessário o acesso a grandes tecnologias. / This work aims to show the relationship between geometry, studied in basic education, with the global positioning system GPS, aiming to bring students a differentiated view of the subject in a challenging and motivating way. The operation of the GPS system is based on simple geometric and physic principles. Classroom activities are presented, but restricted to two dimensions, in order to apply geometric draw and simplify computations for students, since no fancy technologies are needed.

Dans ce travail de thèse sont étudiés des problèmes mathématiques (théorie et approximation) issus de la théorie de la dynamique des gaz compressibles et modélisés par les équations d'Euler. L'approximation numérique de ces problèmes physiques a nécessite une étude détaillée de quelques problèmes de conditions aux limites. Les approximations numériques obtenues sont basées sur la methode des volumes finis, qui nous a semble la mieux adaptée pour la discrétisation des systèmes hyperboliques de lois de conservation en général. La convergence de la methode des volumes finis est obtenue pour les problèmes de lois de conservation scalaires avec des conditions aux limites, a l'aide d'unicité dans l'espace des solutions mesures

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Detta arbete undersöker om det går att förklara varför bilder i Shaun Tans bok Ankomsten upplevs som obehagliga. Teorin i uppsatsen grundar sig till stor del på ”das unheimlich”, ett uttryck myntat av Freud och som i uppsatsen beskrivs som det kusliga. Andra teorier är kognitiv dissonans och hyperbol. För att analysera bilderna definieras frågor baserade på teorins grundpunkter. I resultatet visar det sig att nästan alla bilder är länkade till det kusliga, ibland i kombination med andra teorier. Det görs också analyser om huruvida objektens skala och proportioner kan ha en inverkan eller inte, baserat på ”grodperspektivet”. I analysen görs även några liknelser till propagandaposters från andra världskriget, vilket länkas till ”mentala triggers”. I slutsatsen konstateras det att arbetet kunde blivit utförligare om det under forskningen funnits fler anledningar till obehag som kan länkas till bilderna. Det fanns även ett problem med att förklara varför många upplever vissa saker som obehagliga och dessa fick refereras till fobier, även om detta inte helt stämmer, och upplevelserna egentligen kan beskrivas som rädslor. För vidare forskning föreslås fokusgrupper för att testa uppfattningar med en kvantitativ metod samt att analysera historien utifrån ett genusperspektiv där huvudrollen i stället hade varit en kvinna. / This paper investigates if it is possible to explain why pictures in Shaun Tans book The Arrival are experienced as unpleasant. The theory of the essay is mainly based on "das unheimlich" coined by Freud and is in the essay described as “uncanny”. Other theories are based on cognitive dissonance and hyperbole. In order to analyse the images content, questions based on the basic points of the theories are defined. As a result, it turns out nearly all pictures are linked to uncanny, sometimes in combination with other theories. Analyses regarding if scale and proportions of objects can make an impact are also made, based on the "frog perspective". Some similarities between images in “The Arrival” and propaganda posters from World War II can be observed, which can be linked to mental triggers. In the discussions, it is made clear that the research could have developed further if more reasons for discomfort were investigated while observing the images. There was also a problem with explaining why many observers are experiencing some elements as unpleasant and these elements are in the paper referred to as phobias, even though this not quite accurate and should be referred to as fears. In order to carry on further research, focus groups are suggested to test perceptions with a quantitative method. Also, to look at the story from a gender perspective, and to see what would be different if the main character was a female.

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Este trabalho tem como objetivo principal contribuir para o aperfeiçoamento do professor de matemática seja ele em formação ou em atuação. Buscamos oferecer um material que possa servir de referência técnica, histórica e epistemológica para o estudo do Logaritmo Natural. Discutimos aqui o conceito de Conhecimento Especializado do Conteúdo, cunhado por pesquisadores da Universidade de Michigan e liderados por Deborah Ball. Em seu artigo Content Knowledge for Teaching: What Makes It Special? (2008), eles levantam a questão \"Qual matemática o professor deve conhecer para dar cabo do trabalho de ensinar?\", dado que o conhecimento matemático necessário para o docente difere do conhecimento matemático requerido em outras profissões. Fazemos aqui uma análise crítica da abordagem utilizada para o tema em alguns livros didáticos de Ensino Médio, descrevemos de modo detalhado a construção da Função Logarítmica como realmente ocorreu no século XVII, ou seja, por meio de áreas de regiões sob a curva xy = 1, e definimos a função exponencial como a inversa dela, enfoque esse com caráter fortemente geométrico e que deu origem à noção de integral definida. Mostramos também a estreita relação existente entre as Progressões Aritméticas, Geométricas, Trigonometria e o próprio tema principal. Obtemos ainda a formalização do número irracional e tanto pelo método tradicional usado em livros de Cálculo e Análise como a decorrente da teoria apresentada. Por fim, apresentamos algumas situações curiosas que envolvem direta ou indiretamente essa constante e que podem ser trabalhadas com alunos da Educação Básica. / The main objective of this work is to contribute to the improvement of the mathematics teacher, whether in training or acting. We seek to offer a material that can serve as a technical, historical and epistemological reference for the study of the Natural Logarithm. We discuss here the concept of Specialized Content Knowledge, coined by University of Michigan researchers and led by Deborah Ball. In your article Content Knowledge for Teaching: What Makes It Special? (2008), they raise the question \"What mathematics does the teacher need to know for teaching?\", since the mathematical knowledge required for the teacher differs from the mathematical knowledge required in other professions. Here we present a critical analysis of the approach used for the subject in some high school textbooks. We describe in detail the construction of the Logarithmic Function as actually occurred in the seventeenth century, that is, through areas of regions under the curve xy = 1, and we define the exponential function as the inverse of it, a focus with a strongly geometric character that gave rise to the notion of definite integral. We also show the close relationship between Arithmetic, Geometric, Trigonometry and the main theme itself. We also obtain the formalization of the irrational number e, both by the traditional method used in Calculus and Analysis books and by the theory presented. Finally, we present some curious situations that directly or indirectly involve this constant and that can be worked with Basic Education students.

This monograph addresses the problem of Emmanuel Levinas’ hyperbole in his work Autrement qu’être ou au-delà de l’essence. In this text, he claims to provide a phenomenological description of the encounter the Other, yet his descriptions are deliberately hyperbolic and therefore do not seem to actually be descriptive at all. To address this problem, I propose that we can understand his hyperbole as descriptive if we understand that the subject’s encounter with the Other is a deconstructive experience. Deconstruction, which consists of both the faithful reading of a situation and the determinate destabilization of that reading, aligns with Levinas’ claim that the Other overthrows consciousness, but further explains why such an overthrow is only rarely felt in ordinary experience. Understanding the hyperbole as descriptively accurate while rarely felt will then offer a positive obligation for the subject in respect of being responsible for the Other. Cette monographie aborde le problème de l’hyperbole de Emmanuel Levinas dans son oeuvre, Autrement qu’être ou au-delà de l’essence. Dans ce texte, il prétend fournir une description phénoménologique de la rencontre de l’Autrui, pourtant ses descriptions sont délibérément hyperboliques et ne semblent donc pas du tout être descriptives du tout. Pour aborder ce problème, je propose que nous puissions comprendre son hyperbole comme descriptive si nous comprenons que la rencontre du sujet avec l’Autrui est une expérience déconstructive. La déconstruction, qui comprend à la fois la lecture fidèle d’une situation et la déstabilisation déterminée de cette lecture, s’accorde avec l’affirmation de Levinas que l’Autrui renverse la conscience, mais explique en outre pourquoi un tel renversement n’est que rarement ressenti dans l’expérience ordinaire. Comprendre l’hyperbole comme descriptive précise alors que rarement ressenti offrira alors une obligation positive pour le sujet en ce qui concerne la responsabilité pour-l’Autrui.