A ‘Corrida de Revezamento do Fogo Simbólico da Pátria’ – CFS – é uma prática cultural que marca o início das comemorações da ‘Semana da Pátria’ em Porto Alegre no final da década de 1930. A partir de 1938, a CFS foi editada anualmente pela Liga de Defesa Nacional (LDN) com o apoio de dirigentes esportivos porto-alegrenses. Foram esses dirigentes que idealizaram a CFS em Porto Alegre, após assistirem a “Corrida de Revezamento da Chama Olímpica” na cerimônia de abertura dos Jogos Olímpicos de Berlim em 1936. Este estudo busca compreender a participação dos clubes esportivos porto-alegrenses na construção de representações da identidade nacional brasileira através da invenção da ‘Corrida de Revezamento do Fogo Simbólico da Pátria’ no período de 1938 a 1947. Para tanto, utilizaram-se fontes impressas e orais. As fontes impressas primárias se restringem aos documentos e obras da LDN; entre as principais fontes impressas secundárias estão a Revista do Globo e o jornal Correio do Povo. Foram realizadas duas entrevistas que constituem as fontes orais. A Corrida de Revezamento do Fogo Simbólico da Pátria (1938-1947) foi uma tradição inventada em Porto Alegre, institucionalizada pela LDN com o apoio social feito pelos clubes esportivos. A justificativa de sua realização se deu através de ligações históricosagradas e sua fixação através da repetição anual nas cidades. A CFS buscava engendrar ‘valores’, associados à construção da identidade nacional brasileira. Dessa forma produziu no imaginário porto-alegrense a representação de coesão e unidade nacional em razão do formato de percorrer a nação e ter como ponto de culminância sempre a cidade de Porto Alegre. No contexto esportivo, produziu a representação de que os clubes esportivos identificados como ‘estrangeiros’ foram ‘abrasileirados’ devido à participação de dirigentes esportivos e atletas na CFS. / The 'Nation Torch Relay' – NTR – it is a cultural practice that marks the beginning of the celebrations from 'Nation’s Week’ in Porto Alegre city by the 1930's end. From 1938, the NTR has annually been edited by the National Defense League (NDL) with portoalegrenses sports leaders support. There were those leaders who idealized the NTR in Porto Alegre, after they watched the "Olympic Torch Relay" at Berlin Olympic Games opening ceremony in 1936. This study aims to understand the participation of portoalegrenses sports clubs in the construction of representations from the Brazilian national identity through the invention of the 'Nation Torch Relay' in the period from 1938 to 1947. For this purpose, printed and oral sources were used. The printed primary sources are limited to NDL’s documents and works; among the main printed secondary sources are Globo’s Magazine and Correio do Povo newspaper. There were two interviews, which are the oral sources. The ‘Nation Torch Relay’ (1938-1947) was an invented tradition in Porto Alegre city, institutionalized by NDL with social support from the city’s sports clubs. The justification of its achievement was made by historical and sacred’s links and its fixation through annual repetition in the cities. The NTR aimed to pass 'values'; and they were associated to the construction of Brazilian national identity. Thus, it produced in the porto-alegrense imagination, the representation of national cohesion and unity because of the way it roams about the nation and has as a point of culmination Porto Alegre city. In the sports context, it produced the representation that sports clubs identified, as 'foreigners', were 'adopted Brazilian ways and manners' due to athletes and sports leaders participation in the NTR.

Este trabalho pretende analisar e demonstrar como as tópicas musicais afro-brasileiras são um exemplo de tradição inventada na música brasileira do século XX (especialmente a partir do modernismo e do nacionalismo musical no Brasil). O conceito de tradição inventada foi amplamento discutido e desenvolvido pelo historiador Eric Hobsbawm, e diz respeito a um conjunto de práticas reguladas por regras comumente aceitas, estabelecendo normas derivadas do costume ou da convenção. Assim, este trabalho correlacionará o conceito de tópicas musicais e o conceito de tradição inventada, a fim mostrar como a aparente configuração de uma tópica não está de acordo com sua forma original e nem tampouco é uma representação literal do que se refere, mas sim estilizações e recriações estabelecidas através de um senso comum. Tudo isso será feito a partir de uma abordagem que reúne a análise musical e abordagens semióticas baseadas na teoria das tópicas, a fim de compreender alguns caminhos de significação nos processos composicionais da música brasileira. Para isso exemplificarei e analisarei a tópica canto de xangô e a tópica berimbau em obras de compositores a partir do modernismo e nacionalismo musical brasileiro, percorrendo então outros compositores brasileiros ao longo do século XX, tanto na música erudita quanto na música popular, até abordagens mais recentes como obras dos compositores Rodolfo Coelho de Souza e Fernando Iazzetta. / This work aims to analyze and demonstrate how African-Brazilian musical topics are an example of invented tradition in Brazilian music of the 20th century (especially from modernism and musical nationalism in Brazil). The concept of invented tradition was widely discussed and developed by the historian Eric Hobsbawm, and it concerns a set of practices regulated by commonly accepted rules, establishing norms derived from custom or convention. Thus, this work will correlate the concept of musical topics and the concept of invented tradition to show how the apparent configuration of a topic is not in accordance with its original form, neither is it a literal representation of what it refers to. Rather than that, they are stylizations and recreations established through a common sense. All of this will be done by bringing together the musical analysis and semiotic approaches based on topic theory in order to understand some paths of signification in the compositional processes of Brazilian music. Therefore, I will exemplify and analyze the canto de xangô topic and the berimbau topic in works of composers from modernism and Brazilian musical nationalism, by going from other Brazilian composers throughout the twentieth century, both in classical and popular music, until the most recent approaches, as found in works by the composers Rodolfo Coelho de Souza and Fernando Iazzetta.

The paper explores intratextual multilingualism in A Clockwork Orange (ACO) by Anthony Burgess, and in two of its translations - into Czech and German. It analyses 180 words from Nadsat - the invented language in ACO - to reveal how lexical creativity is manifested in translation, i.e. whether and how lexical creativity that is present in the original text is changed in the translations. Changes in lexical creativity are linked to normalisation (a translation universal), and to the functions of the invented language. An existing classification of forms and functions of intratextual multilingualism is applied to invented languages and, in particular, to Nadsat. The analysis of Nadsat and its counterparts in the translations is quantitative, and is conducted using the concordancers AntConc and ParaConc. It examines the frequency of Nadsat words, their distribution throughout the text, and the way their meaning is conveyed to the reader. These data are then used in the comparison of Nadsat and the invented languages that replace it in the Czech and the German translations. The analysis shows that in both translations the number of invented lemmas is lower than in the original, and that in the German translation (UO) the number is significantly lower compared to the Czech translation (MP). In total, MP...

Oppression of voice has continued for displaced Syrians, beyond the ‘kingdom ofsilence’ under the Assad dictatorship, in the form of dominant media narratives, oftennegative, which fail to represent their lived realities. This case study explored the waysin which storytelling, within the program #MeWeSyria, creates a space for Syrianvoices in southeast Turkey and how this space could be transformative. The researchfocused on the process of storytelling, as a process of voice (Couldry, 2010) rather thanthe stories themselves as media products. Eleven semi-structured interviews wereconducted with members of the #MeWeSyria community, from three different levels:participants, facilitators and staff. Analysis considered the characteristics of the#MeWeSyria space, in relation to providing a space for the process of voice to flourish,in light of Wheeler et al.’s (2018) ‘transformative storywork’, and demonstrated theways in which this space could be transformative on personal, interpersonal and broadercommunity-societal levels. This research suggests that #MeWeSyria creates a space forSyrian voices by operating as a Syrian-led, participatory, community space whichcreates the conditions for the process of voice to flourish. In this space, personal andcollective consciousness and a sense of agency is developed, which are revealed as thestarting point for engagement in action for further change, on interpersonal, communityand societal levels. #MeWeSyria is shown to defend, at its core, voice as value(Couldry, 2010), the right of each person to tell their own story and the principle thatevery voice matters.

Collaborative planning is an often-debated approach in conjunction with attaining more sustainable cities. Many models were theorized to help implement a more collaborative planning process, such as when municipalities employ densification to grow the city sustainably. However, not all planning processes that are collaborative are also rational. Hence, this thesis is interested in comprehending Västerås Municipality’s planning process through performing a case study regarding DP-1858. To that end, this thesis will follow Innes & Booher (2018) Collaborative rationality theory and use its DIAD model as a lens to understand the positions of the stakeholders involved in the DP-1858 case. In the same vein, to probe for how the collaborative planning process regarding DP-1858 resonates with the DIAD model of Collaborative rationality.Nevertheless, the reaction of the Hammarby-residents raises the need for framing to understand if a concept such as insurgent citizenship is sensible to norms. Thus, it is essential to know how insurgent citizenship manifests itself in a Swedish context. The method used to collect primary data was semi-structured interviews with elite respondents. Among other conclusions, this study found enough evidence suggesting that the planning process in conjunction with DP-1858, even though having embedded collaborative mechanisms, has critical shortcomings when contrasted with the collaborative rationality DIAD model. In the same vein, insurgent citizenship can occur even when laws were respected while norms were not.

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This work explores the connections between the constructed representations of places based on local histories, the processes of tradition reinvention and the strategies of regional development in two Russian regions. This analysis also outlines the context created by the external to the regions influences and the associated with them local conditions.

Данная магистерская диссертация посвящена исследованию способов конструирования языков разных эпох в романе «Облачный атлас». Актуальность работы обусловлена как дефицитом работ, рассматривающих лингвистические эксперименты в современной художественной литературе, так и недостатком в отечественной филологии работ, посвященных творчеству Дэвида Митчелла, которое приобретает все большую популярность. В первой главе рассматриваются теоретические основы воплощения текстового времени и исторической стилизации в художественной литературе. Во второй главе рассматривается такое понятие, как искусственный язык, а также феномен вымышленного языка как подкласса искусственных языков. В третьей главе приводится описание творческой биографии Дэвида Митчелла, структурные особенности его романа «Облачный атлас», а также жанровое своеобразие произведения и представленный в нем спектр тематики. В четвертой главе исследуются способы воплощения английского языка XIX века. В пятой главе рассматриваются характеристики созданных автором английских языков будущего. / The master’s thesis is devoted to exploring the ways of constructing languages of different epochs in the novel “Cloud Atlas”. The relevance of this research work is highlighted by the fact that today within the realm of Russian philology there can be found only a few works dedicated to D. Mitchell and his writing; also it should be mentioned that there are not enough works aimed at investigating linguistic experiments in fiction. The first chapter deals with the theory connected with depicting time in fiction and the phenomenon of ‘historical stylization’. The second chapter explores the term ‘artificial language’ and introduces the notion of an ‘invented language’ as a subclass of artificial languages. The third chapter contains the biography of the author and some information on his novel ‘Cloud Atlas’. The fourth chapter analyzes the means of creating the English language of the 19th century in the text. The fifth chapter investigates peculiar features of languages of the future invented by D. Mitchell himself.

This paper examines how the ideal of manhood is portrayed and constructed and how the participation of Swedish soldier volunteers are motivated and legitimatized. The purpose of this examination is to gain understanding and knowledge about the Swedish soldiers in the Swedish brigade, how they legitimatize and motivate their participation and how the ideal of manhood is portrayed and constructed. The study is based on material from the war archive in Stockholm. The empirical material is composed by letters and propaganda material. In the analysis of the empirical study, there have been two theories used which are Eric Hobsbawms historical method and theory about invented traditions and Peter Aronssons historical method and theory about ‘historiebruk’ and legitimacy. The method I used for analyzing my empirical material is the genetic-biography method which aims the interest to the text, language in the text, the words and the sentences. The field of research about the finish civil war in 1918 is very large and that is why I made a selection in order to choose which research should represent the rest of the field. The selection is based on the reasoning about the class conflict, eye witnesses and the picture of the finish civil war, the freedom war and the participation of the Swedish soldier volunteers. The result in this study and examination shows how the ideal of manhood is constructed usually by a soldier who often sacrifices his own life and becomes a hero, a freedom fighter that stands up against the violence from the east, the so called bolsjevikempire. The participation of the Swedish soldier volunteers is legitimatized through several ways. The legitimization is often connected to the past and the Swedish nation in order to accept the actions and the participation of the Swedish soldiers.

La présente thèse a pour objectif d’étudier le rôle des facteurs cognitifs (traitement phonologique et visuoattentionnel et mémoire lexicale orthographique) dans l’acquisition des connaissances orthographiques implicites et explicites. Afin d’examiner les liens entre les différents facteurs cognitifs et les connaissances orthographiques, une étude longitudinale a été réalisée à l’aide d’un échantillon de 338 enfants suivis de la maternelle 5 ans à la fin de la deuxième année du primaire. À la fin de la maternelle, les enfants ont été évalués à l’aide d’une épreuve d’orthographe approchée et d’épreuves évaluant les facteurs cognitifs en jeu dans l’apprentissage du langage écrit (traitement phonologique, traitement visuoattentionnel et mémoire à court et à long terme). Les connaissances lexicales orthographiques explicites de ces mêmes enfants ont été évaluées en fin de première et de deuxième années. Le premier article de cette thèse rapporte les données d’une étude réalisée auprès des enfants scolarisés en maternelle 5 ans. Cette étude vise l’établissement d’un lien entre, d’une part, la capacité de traitement phonologique, visuoattentionnel et de mémoire lexicale orthographique et, d’autre part, les connaissances orthographiques implicites des enfants qui n’ont pas encore eu d’enseignement formel de l’écriture. Les résultats indiquent que, contrairement à ce qui a été longtemps avancé, la capacité de traitement phonologique n’est pas le seul facteur cognitif à intervenir, puisque la capacité de mémoire lexicale orthographique à long terme ainsi que la capacité visuoattentionnelle contribuent de façon importante et indépendante à l’acquisition des connaissances orthographiques implicites des enfants de la maternelle 5 ans. La mémoire lexicale orthographique est même le facteur qui apporte la plus forte contribution. La deuxième étude de cette thèse vise à déterminer, parmi les facteurs cognitifs évalués en maternelle, celui ou ceux qui permettent de prédire les connaissances orthographiques explicites ultérieures, c'est-à-dire celles de première et de deuxième années du primaire. Les résultats de cette deuxième étude indiquent que les préalables nécessaires à l’acquisition des connaissances orthographiques lexicales sont les capacités de traitement phonologique ainsi que les capacités de la mémoire à court et à long terme. La troisième étude de cette thèse a pour but de mettre en lumière le rôle prédictif que joue le niveau des connaissances orthographiques des enfants de maternelle quant au niveau ultérieur de leurs connaissances orthographiques en première et deuxième années, en lien avec les capacités cognitives qui sous-tendent l’apprentissage du langage écrit, en particulier le traitement phonologique, le traitement visuoattentionnel et la mémoire lexicale orthographique. Les résultats de cette dernière étude permettent de montrer que, parmi les facteurs évalués en maternelle, le niveau des connaissances orthographiques implicites apporte une contribution unique à l’ensemble du niveau des connaissances orthographiques ultérieures. L’influence des connaissances orthographiques précoces sur l’acquisition ultérieure n’est pas surprenante. En effet, la première étude avait montré que le niveau de ces connaissances est fonction non seulement de la capacité de mémoire orthographique lexicale mais également de la capacité de traitement phonologique et visuottentionnel. Les résultats issus de ces trois études présentent un intérêt non négligeable dans la compréhension de l’acquisition du langage écrit. En effet, ces recherches ont permis de montrer qu’avant même l’apprentissage formel de l’écrit, l’enfant témoigne de connaissances implicites non négligeables sur la langue écrite et que c’est à partir de ces connaissances que s’élaboreront ses connaissances explicites ultérieures. Ces connaissances sont tributaires de multiples facteurs parmi lesquels la capacité de mémoire lexicale orthographique, facteur cognitif dont la contribution n’avait pas été démontrée jusqu’à présent. Les résultats de cette recherche montrent qu’il est possible d’envisager des outils de dépistage précoce qui permettront d’identifier les enfants à risque de présenter des difficultés spécifiques d’apprentissage du langage écrit. Ce dépistage permettrait de mettre en place des interventions mieux ciblées et précoces, ce qui réduirait ainsi l’impact des difficultés sur les apprentissages scolaires. / The objective of the present thesis was to study the relation between cognitive factors (phonological treatment, visuo-attentional and lexical orthographic memory) and the acquisition of implicit and explicit orthographic knowledge. A longitudinal study was conducted on a sample of 338 children from the kindergarten to their second year of primary schooling. At the end of kindergarten, the tasks were an invented spelling test and tests assessing the cognitive factors at issue in the apprenticeship of written speech (phonological treatment, visuo-attentional treatment and short and long term memory). The lexical explicit orthographic knowledge of these same children was evaluated at the end of their first and second year of school. The objective of the first study was to establish a link between the phonological treatment, visuo-attentional and orthographic lexical memory abilities and implicit orthographic knowledge of the children, before their formal apprenticeship of written speech. The results showed that, contrary to what was long been advanced, the phonological treatment is not the only cognitive factor into play since the long term orthographic lexical memory ability as well as the visuo-attentional ability properly and independently contribute to the acquisition of orthographic knowledge. The orthographic lexical memory is the factor which provides the strongest contribution. The aim of the second study was to determine which cognitive factors assessed in kindergarten predict the subsequent explicit orthographic knowledge in first and second grades. The results showed that the necessary conditions to the acquisition of lexical orthographic knowledge are phonological treatment ability, as well as short and long term memory abilities. The goal of third article was to bring to light the predictive role played by the spelling knowledge of kindergarten children to their orthographical knowledge in first and second grades, in connection with the cognitive abilities which are at the root of the apprenticeship of the written spelling, more particularly the phonological treatment, the visuo-attentional treatment and orthographic lexical memory. The regressive analyses showed that, among the factors investigated in kindergarten, the implicit orthographical knowledge brings a unique contribution to the subsequent spelling knowledge evaluated by different orthographic tasks in first and second grades. The important impact of early orthographical knowledge on the subsequent acquisition is not surprising because the first study proved that this knowledge is not only depending on the capability of lexical orthographical memory but also on the capability of phonological treatment. The results coming from those three articles present a non-negligible interest in the understanding of the acquisition of the written speech. Indeed, these studies permitted to prove that, even before the formal apprenticeship of the writing, the child shows a genuine implicit knowledge of the written language. Moreover, and it is from this knowledge that the subsequent explicit knowledge will be built up. This knowledge is dependent upon multiple factors among which are the ability of orthographic lexical memory, a cognitive factor whose contribution was not yet proven. The results of this research showed that it is possible to consider early screening measures in order to identify children susceptible to present specific apprenticeship difficulties in the written language. This screening would allow an early and better targeted intervention, which would then reduce the impact of difficulties on the academic apprenticeships.