<p>A comparative essay to show links between empowerment in feminism and postcolonialism by comparing the development of the protagonist in Margaret Atwood's <em>Surfacing</em> to the development of Pauline in Louise Erdrich's <em>Tracks</em>.</p>

A comparative essay to show links between empowerment in feminism and postcolonialism by comparing the development of the protagonist in Margaret Atwood's Surfacing to the development of Pauline in Louise Erdrich's Tracks.

To any reader in western society, Robinson Crusoe is a well-known character. Many of us come across his story even before we can read, through children’s books and bedtime stories, or any of the other numerous versions of Daniel Dafoe’s original. Robinson Crusoe has also been used to create adaptations such as Hollywood blockbuster Cast Away, the Swedish reality show Robinson and the American TV-series Lost. The core of these stories is always the same: a lone man or group of men and women battle against nature to survive. Below the surface of a physical struggle between nature and man, I see a story about human adaptation, learning and development. The reason why Robinson survives is that he uses his knowledge, adapts to the situation and learns from experience. The same goes for any other of the different characters we meet in both the original and the adaptations. It is never through physical domination alone that a Robinson character triumphs; the ability to develop as the game develops is just as important. I believe that a story this popular must influence its readers in significant ways. The story does not only provide us with a common frame of reference but also with a hero with whom we can easily relate; the thought of being alone, shipwrecked, in the way Robinson is, provokes in us a primal fear, and this is also central to the plot in many of the adaptations. A strong identification with Robinson is likely to strengthen the possibility that we become influenced by the character traits he possesses and that we act in similar ways as he does. This thought is what has led me to look at the dynamics of Robinson from a pedagogical perspective, to try to understand in what way he might affect the many students who meet him during their education.

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Thesis (Th. M.)--St. Vladimir's Orthodox Theological Seminary, 1993. / Includes bibliographical references (leaves 121-124).

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This paper is a study of the repetitions in the works of Mark Twain.The author has chosen repetitions which are most nearly alike and most representative of Mark Twain. The study was limited to repetitions of his own experiences repeated in his works, to repetitions of descriptions of the beautiful and the horrible, and to repetitions which are a result of his humor and a desire to save man from himself.

Connaltre les lieux visites par quelqu'un, c'est deja un peu connîatre la personne. Voila une raison fondamentale qui m'a decide a faire moimeme, en tant que lecteur, ce voyage dont parle le poete. Une passion de dechiffrer l'enigme nommee Charles Baudelaire a necessite que je retrace ses pas afin de me situer dans son univers. Les Fleurs du ma/ me servant de guide, j'ai trouve l'itineraire de son propre voyage terrestre resume dans le dernier poeme du recueil, intitule «Le Voyage». Apres avoir decouvert la biographie du poete, je me suis rendu compte que son ceuvre etait, a vrai dire, un bilan de l'espece humaine. En fait, le voyage personnel, decrit sous forme de journal intime en vers, resume les grands themes universels de l'humanite: la quete d'un paradis perdu, la creation d'un paradis imaginaire a l'aide d'autres «Paradis artificiels» et la revelation penible qu'une «utopie» ne Se trouve «nulle part», comme l'indique l'etymologie du mot. L'illusion creee par l'individu n'est qu'une image du monde; nous partageons tous, plus OU moins, le meme revele paysage seul change. / Thesis / Bachelor of Arts (BA)

Submitted to the Faculty of Arts in fulfilment of the requirements for the Degree of Master of Arts in the Department of African Languages at the University of Zululand, South Africa, 2012. / This study explores developing learner‟s language competence through literary and non-literary texts. The topic of the study: “Developing learner‟s language competence through literary and non-literary analysis is introduced. It is maintained that language educators‟ focus is on analyzing literary texts: poetry, novel, drama, folklore/folktale, short story and essay but not on designing their own texts. The learners should be encouraged to produce their own authentic texts. It is also assumed that non-literary texts are not analysed or developed. There is lack of emphasis on language: sentence construction, for when learners produce their own texts they should know how to construct a sentence. It is also maintained that language usage should also be emphasized because texts are assumed to have figures of speech, idiomatic expressions and proverbs. Learners should be encouraged to create their own texts and present them. Therefore the language competence through isiZulu literary and non-literary texts analysis should be developed. This discussion includes ways learners can develop their language competence through literary and non-literary texts analysis and the ways the language educators can teach learners language competence through literary and non-literary texts analysis. The research analyses different types of isiZulu literary texts to show how language competence can be developed through literary texts analysis. The novel, “Insila KaShaka,” poetry, short story, “Intando Kamufi,” essay, “Izifungo,” folktales and the drama, “Kudela Owaziyo” are analysed.