Submitted graduation theses offer different views of questions relating to an object (thing) in the "object art". The foundation of the "object art" brought a "new" role of an object. It does mean that the border of an art types are no more close, as well as life and art are now transparent. We can find qualitative changes in a various ways of treatment of an object. I saw these changes in according to four basic criteria: meaning, material, form and function. Another centre line of the text are overlaps of fine art and applied art, which detects common tendences in both spheres.

Résumé This diploma thesis under the title Posibilities of Cognitive Lingvistic Concept Methaphor has two goals. The first is describe teachers attitudes towards methaphor in literary education. The second is show a posibilities of new concept of methaphor. There are two parts of thesis: theoretical and practical. The first part defines methapor as linguistic, literary and cognitive phenomenon. I also deal with a way how cognitive lingvistic concept of methaphor improves a process of education and how it interconnects the lessons of literature and Czech language. The second part of thesis is based on a research of results. I describe a general approaches of teachers toward methaphor during an interpretation of poetic text. I compared these approaches with an inovative education model. Finally I made a few suggestions of new approach to educational process in literary education

The aim of this thesis is to introduce and analyze not well known literary genre of mongyurok. Literary genre of mongyurok firs appeared in late 15. century on Korean peninsula. This diploma thesis is also focused on analysis of korean scholar Im Che's work called Wǒnsaeng mongyurok. For the purpose of this thesis, there is a typology of the genre mentioned above, created on the basis of seven different works of the genre, described in the first chapter. This typology was used for better analysis of the Wǒnsaeng mongyurok and for comparison of genres of mongyurok and mongjaryu sosǒl.

Made available in DSpace on 2016-04-28T18:23:36Z (GMT). No. of bitstreams: 1 Luciane de Alvarenga Santa Barbara.pdf: 3471442 bytes, checksum: 212e2c11580246a442581b7c4ea0f0a9 (MD5) Previous issue date: 2007-11-14 / Secretaria da Educação do Estado de São Paulo / The National Curricular Parameters PCN (1997:57) - state that that reading is a kind of practice that should admit several readings . This multiplicity could be obtained by means of the interaction between a person and their social context (Vygotsky, 1984/1994), and the use of metaphors, tools which mediate thought and learning (Cameron, 2003). This research aimed at investigating how the practice of thinking aloud in group (Zanotto, 1995) in an activity of metaphor reading could contribute to the construction and negotiation of multiple readings in the classroom, comparing them to the reading suggested by the course book, and how, by analyzing my practice through action research, it is possible to orchestrate (O´Connor e Michaels, 1996) and mediate my students in a social reading event (Bloome, 1983). Within the area of Applied Linguistics focusing on education, this research, characterized as interpretive research (Moita-Lopes, 1994), was carried out with two groups of eighth graders in a state school. Tools used to collect data were a questionnaire, the thinking aloud in group technique (Zanotto, 1995) and a reflective diary (Machado, 1998). After the data had been analyzed, the results showed the richness of readings constructed by means of students interaction, the change on how they understood reading prior to the research, the role that metaphor plays as learning facilitator and the importance of reflection for the life of teachers who will no longer be the sole knower, but the mediator, will no longer see the student as an empty recipient, but as an agent in meaning construction / Os Parâmetros Curriculares Nacionais PCNs (1997:57) pregam que a leitura é uma prática que deve admitir várias leituras . Essa multiplicidade pode ser obtida através da interação do indivíduo com seu contexto social (Vygotsky, 1984/1994) e do uso de metáforas, mediadoras entre pensamento e aprendizagem (Cameron, 2003). Esta pesquisa teve por objetivos investigar como a prática do pensar alto em grupo (Zanotto, 1995) na leitura de metáforas pôde contribuir para a construção e negociação de múltiplas leituras em sala de aula, comparando-as com a leitura trazida pelo livro didático, e como, analisando minha prática através da pesquisaação, orquestar (O´Connor e Michaels, 1996) e mediar meus alunos em um evento social de leitura (Bloome, 1983). Inserido na área de Lingüística Aplicada à educação, este trabalho, caracterizado como uma pesquisa interpretativa (Moita-Lopes, 1994), foi realizado com duas oitavas séries do Ensino Fundamental de uma escola estadual. Os instrumentos utilizados para a coleta de dados foram o questionário, a técnica do pensar alto em grupo (Zanotto, 1995) e o diário reflexivo (Machado, 1998). Após a análise dos dados, os resultados mostraram a riqueza de leituras construídas a partir da interação entre os alunos, a mudança da concepção de leitura que eles tinham antes da pesquisa, o papel da metáfora como facilitadora da aprendizagem e a importância da reflexão na vida do professor, que deixa de ser detentor do saber para ser mediador, deixa de ver o aluno como recipiente vazio para vê-lo como agente na construção do significado

Made available in DSpace on 2016-04-28T18:23:46Z (GMT). No. of bitstreams: 1 Lilian de Mello Martins.pdf: 1137707 bytes, checksum: adadcfd6e09b3b274373c4e3ef7c72cb (MD5) Previous issue date: 2008-06-16 / Corpus Linguistics has recently begun to make inroads into two major fields of linguistic inquiry: metaphor (Deignan, 2005) and translation (Baker, 1993; 1995; 1996; 1998;1999). Metaphor is a central figure of language and thought (Lakoff & Johnson, 1980) which shapes our conceptualization of the world. On the other hand, translators have increasingly utilized the tools made available by Corpus Linguistics to unveil the actual threads researchers follow in order to make translations from one language to another. In such context, the study hereby detailed aims at focusing metaphors as cognitive phenomena. More specifically, the research aims to identify the linguistic and conceptual metaphors in a corpus of academic sphere and subsequently focus the study of metaphor translations under a cognitive approach. For this purpose, methodology started by collecting a parallel corpus of bilingual abstracts of thesis and dissertations in Applied Linguistics, firstly written in Portuguese and then translated into English. The corresponding analysis was based on corpus-driven procedures whereby the evidences gathered have led to questions to be investigated. The study utilized the LC tools (Metaphor Identification Program, Concord and Parallel Concordander) in order to present a safer and wider data analysis. Due to language metaphor richness, the metaphor identification program was used to point out the most probable metaphors in the corpus. Later on, in order to determine the metaphors effectively used and translated, both corpora originals and translations were automatically aligned and submitted to the parallel concordancer for comparison purposes. The results point to a significantly high number of conceptual correlations between metaphors in the original and translated abstracts; nevertheless, in some cases metaphors were missing or mistranslated. If, as Lakoff e Johnson states, metaphors structure the way we understand the world, then these metaphorical shifts may influence how abstracts are understood in both languages / Recentemente, a Lingüística de Corpus começou a fazer incursões em duas grandes áreas da lingüística: metáfora (Deignan, 2005) e tradução (Baker, 1993; 1995; 1996; 1998; 1999). A metáfora é uma figura central de linguagem e do pensamento (Lakoff e Johnson, 1980), que modela a nossa maneira de conceptualizar o mundo. Por outro lado, a tradução é um campo que vem utilizando cada vez mais as ferramentas da Lingüística de Corpus para desvendar de que forma os pesquisadores realizam traduções de uma língua para outra. Inserida nesse contexto, a pesquisa aqui descrita tem como objetivo frisar a metáfora como um fenômeno cognitivo. Mais especificamente, a pesquisa tem por finalidade identificar as metáforas lingüísticas e conceptuais num corpus de esfera acadêmica e, posteriormente, enfocar a abordagem cognitiva nas traduções das metáforas. Para tanto, a metodologia consistiu na coleta de um corpus paralelo composto de resumos de teses e dissertações em Lingüística Aplicada e Estudos da Linguagem da PUC-SP, escritos originalmente em Língua Portuguesa, e suas respectivas traduções para a Língua Inglesa. A análise baseou-se na metodologia orientada pelos dados onde as evidências extraídas do corpus conduzem às questões a serem investigadas. Nesse quadro, o presente estudo fez uso das ferramentas computacionais (Identificador de Metáforas, Concord e o Concordanciador Paralelo) disponibilizadas pela Lingüística de Corpus, de forma a produzir uma análise de dados mais ampla e segura. Devido à vasta riqueza de metáforas na língua, utilizamos o programa Identificador de Metáforas, cuja função principal é a de apontar as palavras com maior potencialidade metafórica dentro de um corpus. Posteriormente, a fim de observar como as metáforas são realmente utilizadas e traduzidas, os dois corpora originais e traduções foram automaticamente alinhados e submetidos ao Concordanciador Paralelo, para fins de comparação. Os resultados apontam para uma grande correspondência conceptual entre as metáforas nos resumos originais e suas traduções; no entanto, ocorreram casos em que as metáforas estavam ausentes ou mal traduzidas. Se, como Lakoff e Johnson argumentam, as metáforas estruturam o modo pelo qual compreendemos o mundo, então essas variações metafóricas podem influenciar a forma como os resumos são entendidos nas duas línguas

Il nostro lavoro nasce dall’esigenza di voler delineare i confini tra metafora e similitudine al fine di distinguere il campo d’indagine di ognuna delle due figure. Il rapporto analogico che le caratterizza ha provocato nel tempo un’associazione costante tra i due procedimenti retorici che tendono, pertanto, ad essere sovrapposti. La nostra tesi si propone di dimostrare che seppur si tratti di due figure affini, similitudine e metafora si realizzano attraverso processi stilistici diversi. Questo studio presenta due grandi parti: una prima parte teorica e una seconda parte applicativa. La prima consta di tre capitoli: nel primo abbiamo esaminato le diverse definizioni che, nel corso degli anni, sono state assegnate alla similitudine e alla metafora; nel secondo, abbiamo presentato le teorie che, nel differenziare le due figure, hanno confuso, a nostro avviso, i loro campi d’indagine; nel terzo capitolo abbiamo analizzato e descritto il procedimento comparativo. Nella seconda parte, abbiamo applicato alla raccolta poetica Gaspard de la Nuit di Aloysius Bertrand, le analisi teoriche presentate nella prima parte del nostro lavoro. Per ogni testo poetico è stato affrontato uno studio di tipo linguistico e retorico: abbiamo analizzato le varie tipologie di similitudini e di metafora presenti in ciascun componimento. / The purpose of this work has its origins in the necessity of defining the boundary between metaphor and simile in order to demarcate the analytical fields corresponding to the two figures. The analogical relationship that characterizes them has provoked over the course of time a constant association between the two rhetorical procedures which have thus tended to become overlapped. This thesis intends to demonstrate that even though treating of related figures, simile and metaphor are produced by means of different stylistic procedures. This study is divided into two main parts: the first theoretical and the second of practical application. The first part consists of three chapters: in the first are examined the diverse definitions that have been assigned over the course of time to simile and to metaphor; the second presents theories which, in differentiating the two figures, have only served to confuse the fields of inquiry; in the third chapter the comparative method is analyzed and described. In the second part of the thesis the theoretical analyses presented in the first part of the work are applied to Gaspard de la Nuit, a collection of poetry by Aloysius Bertrand. Each text is subjected to a linguistic and a rhetorical analysis, thus analyzing the various typologies of similes and metaphors present in each of the compositions.

The purpose of this research was to investigate how political leaders of the United Kingdom and Lithuania, David Cameron and Andrius Kubilius legitimize themselves and delegitimize their opponents through metaphors. To achieve this aim Critical Metaphor Analysis was employed and the following objectives were set: to identify metaphorical expressions used in political speeches; to interpret them and to classify them according to their underlying conceptual metaphor; finally, to explain the way conceptual metaphors and metaphorical expressions convey how political leaders legitimize themselves and delegitimize the opponents. The results of the study demonstrated that the conceptual metaphors used for legitimization and delegitimization are the same in both political leaders’ speeches. However, metaphorical expression used for legitimization and delegitimization displays different characteristics. It also demonstrated that politicians tend to use more metaphorical expressions to convey legitimization than delegitimization. / Magistro darbo tema „Konceptualios metaforos raiška legitimizacijos ir delegitimizacijos procesuose“. Šio tiriamojo darbo tikslas yra išsiaiškinti kokiomis konceptualiosiomis metaforomis Davidas Cameronas ir Andrius Kubilius legitimizuoja save ir delegitimizuoja savo oponentus. Buvo iškelti šie tiriamojo darbo uždaviniai: pirmiausia, surasti metaforinius pasakymus politinėse kalbose, tuomet suklasifikuoti šiuos pasakymus pagal priklausymą konceptualiąjai metaforai ir, galiausiai, paaiškinti kaip metaforiniai pasakymai atskleidžia būdus, kuriais politikai legitimizuoja save ir delegitimizuoja savo oponentus. Tyrime buvo naudojamas Kritinis metaforos analizės metodas pasiūlytas Charterio-Blacko, kuris susideda iš trijų dalių, tai: metaforinių pasakynų suradimas, jų priskyrimas konceptualiąjai metaforai ir galiausiai, paaiškinimas. Pagrindinis tyrimo klausimas buvo išsiaiškinti, kuo skiriasi konceptualiųjų metaforų naudojimas legitimizacijai ir delegitimizacijai Davidas Cameronas ir Andriaus Kubiliaus politinėse kalbose. Tyrimas parodė, kad tiek legitimizacijai tiek delegitimizacijai abu politikai naudoja tas pačias konceptualiąsias metaforas: POLITIKA YRA KARAS, POLITIKA YRA KELIONĖ, ir POLITIKA YRA PASTATAS. Taip pat tyrimas parodė, kad Davidas Cameronas ir Andrius Kubilius naudoja daugiau metaforinių pasakymų išreikšti legitimizacijai nei delegitimizacijai. Tai buvo pastebėta, kai delegitimizuodami savo oponentus politikai nenaudojo kai kurių konceptualiųjų atitikmenų... [toliau žr. visą tekstą]

Das Ziel der qualitativen und quantitativen Analyse in der vorliegenden Magisterarbeit ist es deutsche und litauische Überschriftenarten zu vergleichen, die Tendenz der Ellipsenverwendung zu präsentieren, sowie Zitate und Metaphern in Überschriften zu untersuchen. Es wurden 200 Überschriften aus der Süddeutschen Zeitung und 200 Überschriften aus Lietuvos rytas ausgesucht. Die Analyse hat gezeigt, dass die Überschriften in der deutschen und der litauischen Zeitung Unterschiede in ihrer Struktur aufweisen, aber sie dienen primär demselben Ziel – das Thema des Artikels darzustellen. Die Syntaxanalyse hat ergeben, dass die Ellipse eine häufige Erscheinung in Überschriften ist, trotzdem kommen elliptische Konstruktionen in der deutschen Zeitung öfter vor als in der litauischen. Das dritte Untersuchungsobjekt war das Zitieren: In der deutschen Zeitung wird lieber zitiert als in der litauischen. Als Letztes wurden Metaphern untersucht: Die Analyse hat gezeigt, dass 18,7% deutscher Überschriften metaphorisch sind. Im Litauischen beträgt ihr Anteil 27,3%. Am häufigsten kommen Gewächs-Metaphern im Bereich Wirtschaft und Kampf/Krieg-Metaphern im Bereich Sport vor. / Nepaisant didelės antraščių reikšmės laikraščiuose, jos yra viena mažiausiai tyrinėtų temų lingvistikoje. Antraštės perteikia pagrindinę straipsnio temą ir padeda skaitytojui išsirinkti jam įdomiausias temas. Magistriniame darbe analizuojamos ir lyginamos vokiškos ir lietuviškos antraštės. Analizei pasirinkti laikraščiai: die Süddeutsche Zeitung ir Lietuvos rytas. Iš kiekvieno laikraščio išrinkta po 200 antraščių – 100 antraščių iš ekonomikos ir 100 antraščių iš sporto skilčių. Darbo tikslas analizuoti ir palyginti antraščių tipus, aptarti elipsės vartojimo tendencijas, citatų naudojimą ir metaforų rūšis vokiškose ir lietuviškose antraštėse. Tyrimas atskleidė, kad vokiškos ir lietuviškos antraštės skiriasi savo struktūrine sandara, tačiau jos tarnauja bendram tikslui – formuluoti pagrindinę straipsnio temą. Sintaksės analizė paneigė Burger (2005) prognozes - elipsės vartojimas yra vis dar dažnas reiškinys tiek vokiškose, tiek lietuviškose antraštėse, nors pastarosiose jos sutinkamos rečiau. Citatų analizė parodė, kad vokiškuose laikraščiuose cituojama dažniau, nei lietuviškuose. Be to, vokiškos citatos pasižymėjo platesniu pakeitimų spektru. Paskutinis tyrimo objektas – metaforos. Analizė atskleidė, kad 18,73% vokiškų antraščių yra metaforinės, lietuviškame laikraštyje jų dalis didesnė - 27,31%. Abiejuose laikraščiuose vyrauja tos pačios tematikos metaforos – ekonomikos skiltyje dažniausia yra augalo metafora, tuo tarpu sporto – kovos/karo. / The purpose of the qualitative and quantitative analysis is to compare the German and Lithuanian headline types, to present the tendency of the ellipsis use in headlines and to analyse quotations and metaphors in headlines. 200 headlines from Süddeutsche Zeitung and Lietuvos rytas were chosen for the analysis. The analysis showed that the structure of the headlines in the German newspaper is different than in the Lithuanian newspaper, but they have the same intention – to inform about the subject of the article. The syntax analysis showed that ellipsis is an usual phenomenon in the headlines, but it comes in the German headlines more often than in the Lithuanian headlines. The third topic of the analysis was the quotations: there are more quotations in the German headlines than in the Lithuanian headlines. The last subject of the analysis were metaphors: 18,7% of the German and 27,3% of the Lithuanian headlines are metaphorical. In the economy column comes mostly the plant-metaphor and in the sport column comes mostly the war-metaphor.

This thesis is focused on scenographical treatment and conception of Shakespeare's play Titus Andronicus. Beside the historical and theoretical outline of the time of the play's creation, the thesis analyzes selected Czech and foreign productions of this play, with regard to its conceptional and graphic aspect. Furthermore, the thesis focuses on a complex analysis of the scenographic concept itself, and the graphic procedure as well. Thesis also marginally examines the central characters and the treatment of costumes. The goal of this thesis is to approximate the graphic treatment of a specific play and to describe processes of searching for own and personal graphic procedure used. This thesis is not only a historical analysis; it is also a subjective view of the issue given, that is supposed to approximate the specific scenographic adaptation of the play to the reader.

ABSTRACT Diploma Thesis Theatre-Poetry? examines a specific type of Czech alternative theatre, based on the creative author's work with literary texts. It deals with its characteristic, defining the genre and problems associated with a non depictive title, which defines this area of theatrical production. Collectively it describes its scenic resources and stage techniques. It traces its past associated with history of so called artistic recitation and the avant-garde art movement of the interwar years, from the beginning until the recent past and present (which has not been systematically described and evaluated). It recalls sources of inspiration and period context of the development of this kind of theatre, gives an overview of productions and related theatre companies, and important creative figures. It presents many scholarly quotations and authentic materials, especially period reviews and eyewitness´s memories. It contemplates the meaning, the artistic benefits and risks related to this method of theatre work and its future prospects - especially in relation to creative work with literary texts and their artistic presentation to the public and in connection with pedagogical activities and interests of Drama in Education.