The “Holy Spirit” is a familiar concept in Christianity, but in its original Hebrew construction as Ruah ha-Kodesh, it also plays an active role in classical Rabbinic literature. This dissertation surveys uses of the term Ruah ha-Kodesh in major texts from the Tannaitic period through the Aggadic Midrash and the two Talmuds. Drawing on Scriptural roots, the Rabbis identify Ruah ha-Kodesh as the divinely given power that enables individuals to prophesy. While the term never loses this biblical meaning, the Rabbis take Ruah ha-Kodesh further by personifying it as a metonym for God, and more specifically, as “the divine voice in Scripture.” This dissertation first surveys the historical background of the term in pre-Rabbinic ancient Judaism, and then turns to a detailed textual analysis of its uses as both prophecy and personification in Rabbinic literature. The study notes and examines conventional and formulaic terms associated with Ruah ha-Kodesh. Four major Ruah ha-Kodesh traditions are analyzed in depth over the course of their diachronic development. There are numerous Rabbinic sources that claim that Ruah ha-Kodesh has ended, yet others offer advice on how to achieve it or indicate its existence in the Rabbinic present. The solution to this paradox is that Ruah ha-Kodesh has not gone, but changed. Even as Ruah ha-Kodesh is said to have departed from Israel in her role of inspiring the prophets, she continues to speak actively as part of the ongoing Midrashic dialogue with the Sages. The final chapter examines Ruah ha-Kodesh as a metonym for God, particularly as it contrasts and interacts with other divine metonyms of feminine grammatical gender: the Shekhinah and the Bat Kol. The Shekhinah and Ruah ha-Kodesh are frequently identified, but not identical. The changing role of Ruah ha-Kodesh exemplifies a shift in the locus of divine communication, from prophecy to the Midrashic study of Torah. / text

<p>The present longitudinal study, which comprised 125 children from Grade 2 (typal age: 8) to Grade 6 (typal age: 13), examines and interprets the results of several decoding and reading comprehension tests. A point of departure is the proposition that there may be a lack of concepts about central questions that help interpret the results of an expanding test practice in the educational system. To construct the central questions the typologies and hypothetical causes of reading problems ought to be constrained in relation to explanatory constructs combining reading acquisition and reading difficulties. </p><p>First, the field of research on reading acquisition and reading difficulties was surveyed as a background to the presentation of the model, which is heavily indebted to and basically molded on the balance model but which also takes advantage of the proposition of combining the double-route and connectionist approaches. </p><p>Second, the following themes were investigated empirically:</p><p>– The predictive power of the tests: Generally, there seem to be almost as accurate predictions from Grade 2 as from Grade 3. A combined decoding-comprehension prediction was not shown to be more powerful as a product than as a linear combination.</p><p>– The possibility of an image/symbol transition in early reading acquisition: A weak image/letter decoding correlation distinguished boys weak in reading comprehension from all others in Grade 3; a weak letter/word decoding correlation distinguished those weak from those strong in reading comprehension regardless of gender in Grades 2 and 3; and a weak image/word decoding correlation distinguished boys from girls in Grade 2. </p><p>– Indications of stages in the development of reading: The conclusion is that orthographic decoding is more strongly related to reading comprehension than is phonologic decoding but there appears to be a parallel development of phonologic and orthographic decoding between Grades 3 and 6. This pattern seems to be the same for boys and girls and for those with low and high reading comprehension. </p><p>– Comparing subtypes: The surface/phonologic dyslexia distinctions were tentatively related to the linguistic/perceptual dyslexia distinctions and the letter/word-decoding screening instrument. The compensatory concept is questioned.</p><p>– Dimensions in reading acquisition and reading difficulties: A conclusive proposition of the study is that the hypothetical twofold metaphor/metonym character of language may be instrumental in analysing the complex interaction between the characteristic traits of the learning brain and the construction of meaning through script.</p>

The present longitudinal study, which comprised 125 children from Grade 2 (typal age: 8) to Grade 6 (typal age: 13), examines and interprets the results of several decoding and reading comprehension tests. A point of departure is the proposition that there may be a lack of concepts about central questions that help interpret the results of an expanding test practice in the educational system. To construct the central questions the typologies and hypothetical causes of reading problems ought to be constrained in relation to explanatory constructs combining reading acquisition and reading difficulties. First, the field of research on reading acquisition and reading difficulties was surveyed as a background to the presentation of the model, which is heavily indebted to and basically molded on the balance model but which also takes advantage of the proposition of combining the double-route and connectionist approaches. Second, the following themes were investigated empirically: – The predictive power of the tests: Generally, there seem to be almost as accurate predictions from Grade 2 as from Grade 3. A combined decoding-comprehension prediction was not shown to be more powerful as a product than as a linear combination. – The possibility of an image/symbol transition in early reading acquisition: A weak image/letter decoding correlation distinguished boys weak in reading comprehension from all others in Grade 3; a weak letter/word decoding correlation distinguished those weak from those strong in reading comprehension regardless of gender in Grades 2 and 3; and a weak image/word decoding correlation distinguished boys from girls in Grade 2. – Indications of stages in the development of reading: The conclusion is that orthographic decoding is more strongly related to reading comprehension than is phonologic decoding but there appears to be a parallel development of phonologic and orthographic decoding between Grades 3 and 6. This pattern seems to be the same for boys and girls and for those with low and high reading comprehension. – Comparing subtypes: The surface/phonologic dyslexia distinctions were tentatively related to the linguistic/perceptual dyslexia distinctions and the letter/word-decoding screening instrument. The compensatory concept is questioned. – Dimensions in reading acquisition and reading difficulties: A conclusive proposition of the study is that the hypothetical twofold metaphor/metonym character of language may be instrumental in analysing the complex interaction between the characteristic traits of the learning brain and the construction of meaning through script.

Made available in DSpace on 2016-04-28T19:58:52Z (GMT). No. of bitstreams: 1 Sandra Maria Fontinha de Lemos.pdf: 666400 bytes, checksum: bb556759d39af6bc2c85747eaa036b1e (MD5) Previous issue date: 2014-04-29 / This academic research clings to the analysis of the novel O Sol Se Põe Em São Paulo, by Bernardo Carvalho as a representative sample of the Brazilian contemporary novel. In this paper we intend to show the features that define the different phases of the genre and the features which are still being used in the contemporary novel. For that we tried to understand the architectural-narrative of the corpus s text, decode what kind of conundrum the novel deals with and what kind of issues have the characters faced. All these issues are previously established as a basis to a hypothesis namely, the echogenic analysis of the text. We studied the process of the text production taking into consideration the wiles used by Bernardo Carvalho and that he took as stratagem to echo reflection, as an art craft amplifier. We acknowledge that these art crafts work as a mirrored system repeating the same function. Another subject analyzed in this paper is the role and the function of the voices, its interaction. We tried to pinpoint the fact that all the wiles used by the author follow the same stratagem, the same objective and that although these wiles had being used before, separately, they represent the idea that contemporary literature speaks of: that is an egotic literature. To sustain the critical-theorical foundation upon which this thesis is structured we chose some authors: Mikhail Bakhtin, Clement Rosset, Otto Rank, Lucien Dallenbach, Tzvetan Todorov, Michel de Certeau, and Merleau Ponty, among others. Along these three chapters we developed a cohesive text in which we could put up with the proposed theories and themes in accordance with the Bernardo Carvalho`s novel we analized. It stood out how the duplication, the mise en abyme and the exotopy reverberate, by the voice and the word, throughout the text drawing a realistic image in this contemporary novel / Esta pesquisa atém-se ao estudo do romance O Sol se põe em São Paulo, de Bernardo Carvalho, como um representante do romance brasileiro contemporâneo. Pretende-se mostrar os traços que marcaram as diferentes etapas do desenvolvimento do gênero e que ainda se mantêm no romance contemporâneo. Para tanto buscou-se entender a arquinarrativa da escritura do corpus analisado e decifrar de que tipo de enigma se trata e que problemática enfrentam suas personagens. Todas estas questões se colocam previamente como fundamento para a hipótese do trabalho que é a análise ecogênica da escritura do texto. A pesquisa do processo de produção da escritura leva em conta os artifícios usados por Bernardo Carvalho, que tomamos como artifício de propagação de eco, como artifícios amplificadores. Artifícios esses que entendemos funcionar como um sistema espelhado repetindo a mesma função. Outro assunto abordado nesta pesquisa é o papel e a posição das vozes, sua interação. Ressaltamos o fato de que os artifícios usados pelo autor seguem todos a mesma diretriz, o mesmo objetivo e que embora já tenham sido usados em separado, anteriormente, eles representam a literatura egótica contemporânea. Para dar suporte conceitual ao núcleo teórico-crítico deste estudo fundamentamo-nos em: Mikhail Bakhtin, Clement Rosset, Otto Rank, Lucien Dallenbach, Tzvetan Todorov, Michel de Certeau e Merleau Ponty, dentre outros. No desenvolvimento dos três capítulos colocamos as teorias e os temas propostos em diálogo com o romance de Bernardo Carvalho que analisamos, e demonstramos como a duplicação, a exotopia e o mise en abyme (artifícios ecogênicos) se propagam pela voz e pela palavra por toda escritura, desenhando uma imagem realista neste romance contemporâneo