Global ETD Search

1	Juan José Saer e o paradoxo necessário ou uma poética da (i)mobilidade em Nadie nada nunca / Juan Jose Saer and the necessary paradox or A poetic of imobility in Nadie nada nunca Julián Miguel Barbero Fuks 22 May 2009 (has links) Esta dissertação promove uma leitura da obra Nadie nada nunca (1980), do escritor argentino Juan José Saer, em função das hipóteses sobre a morte do romance e a impossibilidade de narrar. Tomando o paradoxo como elemento fundamental de qualquer romance contemporâneo, identifica o paradoxo específico dessa obra na alternância entre impossibilidade de movimento e revolução contínua da matéria. Cada um desses preceitos assumidos pelo livro resulta em uma poética própria poética da imobilidade e poética da mobilidade ambas aliando-se para converter a obra em uma seqüência de enigmas e interrogações, prenhe de auto-referências e ambigüidades. Um universo próprio que se basta em sua infinidade complexa e obscura, e que desse modo ganha status de objeto autônomo do mundo, propondo uma possível resposta ao impasse em que se encontram a narrativa e a representação / This dissertation suggests an interpretation of the novel Nadie nada nunca (1980), written by the Argentine Juan José Saer, according to the multiple hypotheses about the death of the novel and the impossibility of narrative. Taking paradox as an essential element of any contemporary novel, the dissertation identifies the specific paradox of this work in the alternation between the impossibility of movement and the continuous revolution of matter. Each of these precepts assumed by the book results in a poetics a poetics of immobility and a poetics of mobility both of which combine in order to convert the novel into a sequence of enigmas and inquisitions, filled with selfreferences and ambiguities. A universe of its own that is self-sufficient in its complex and obscure infinity, and therefore achieves a status of an autonomous object of the world, offering a possible answer to the impasse confronted by narrative and representation Crise do romance Literatura argentina Narrativa contemporânea Ninguém nada nunca Saer Argentine literature Contemporary narrative Crisis of the novel Nobody nothing never Saer
2	Juan José Saer e o paradoxo necessário ou uma poética da (i)mobilidade em Nadie nada nunca / Juan Jose Saer and the necessary paradox or A poetic of imobility in Nadie nada nunca Fuks, Julián Miguel Barbero 22 May 2009 (has links) Esta dissertação promove uma leitura da obra Nadie nada nunca (1980), do escritor argentino Juan José Saer, em função das hipóteses sobre a morte do romance e a impossibilidade de narrar. Tomando o paradoxo como elemento fundamental de qualquer romance contemporâneo, identifica o paradoxo específico dessa obra na alternância entre impossibilidade de movimento e revolução contínua da matéria. Cada um desses preceitos assumidos pelo livro resulta em uma poética própria poética da imobilidade e poética da mobilidade ambas aliando-se para converter a obra em uma seqüência de enigmas e interrogações, prenhe de auto-referências e ambigüidades. Um universo próprio que se basta em sua infinidade complexa e obscura, e que desse modo ganha status de objeto autônomo do mundo, propondo uma possível resposta ao impasse em que se encontram a narrativa e a representação / This dissertation suggests an interpretation of the novel Nadie nada nunca (1980), written by the Argentine Juan José Saer, according to the multiple hypotheses about the death of the novel and the impossibility of narrative. Taking paradox as an essential element of any contemporary novel, the dissertation identifies the specific paradox of this work in the alternation between the impossibility of movement and the continuous revolution of matter. Each of these precepts assumed by the book results in a poetics a poetics of immobility and a poetics of mobility both of which combine in order to convert the novel into a sequence of enigmas and inquisitions, filled with selfreferences and ambiguities. A universe of its own that is self-sufficient in its complex and obscure infinity, and therefore achieves a status of an autonomous object of the world, offering a possible answer to the impasse confronted by narrative and representation Argentine literature Contemporary narrative Crise do romance Crisis of the novel Literatura argentina Narrativa contemporânea Ninguém nada nunca Nobody nothing never Saer Saer
3	Ernest Hemingway’s Mistresses and Wives: Exploring Their Impact on His Female Characters Henrichon, Stephen E. 28 October 2010 (has links) “Conflicted” succinctly describes Ernest Hemingway. He had a strong desire to make his parents proud of him but this was in constant conflict with his need to tell a story, warts and all. Of particular importance is his relationship with his mother and the crippling effect it has on his relationships with women. Hemingway’s life becomes a series of dysfunctional relationships that fail to meet his needs, leaving him perpetually searching for the right woman. Kert posits that Hemingway’s contempt for women is related to his inability to make the transition from lover to husband, fueled by Hemingway’s belief that his father surrendered his manhood to Grace Hemingway. Ernest, haunted by his parents’ relationship continues to associate negative connotations with the term “husband,” leaving Hemingway in constant fear of becoming his father, poisoning his marriages, and coloring the relationships Hemingway depicts in his short stories. Evident across the arc of Hemingway’s short stories is an evolution in his skill as a writer, but also in the development of his female characters. Over his career, Hemingway develops a female voice that rings true, and he skillfully uses it to portray female characters who are evolving into strong self-reliant women. In these stories, there is a gradual shift in the dynamics of the relationships as Hemingway’s fictional women struggle to climb from under their man’s domination. Yet, these strong self-reliant women are not fully accepted by Hemingway’s male characters, leaving a palpable tension between Hemingway’s fictional men and women. This tension can be attributed to Hemingway’s ongoing love/hate relationship between himself and the self-reliant women in his life. Hemingway never recovers from the emotional damage inflicted by his mother, evident in his personal life and in the dysfunctional relationships in his short stories. He remains vigilant and is concerned that he will end up like his father and be controlled by a domineering bitch. However, Hemingway exerts so much control in his relationships and becomes a version of his mother as he dominates his significant others. In his life, he transitions from an angry resentful child-man to a young husband, a reluctant parent, a ladies’ man, and an adventurer. Likewise, his perception and portrayal of women in his short stories keeps pace with his personal experiences. These female characters sometimes reflect the women in his life and sometimes reflect Hemingway’s insecurities as a man, and often a seamless melding of both. Up in Michigan Cat in the Rain Canary for One Francis Macomber Kilimanjaro White Elephants Nobody Ever Dies Seeing-Eyed Dog American Studies Arts and Humanities
4	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998
5	A Holistic Approach to the Ontario Curriculum: Moving to a More Coherent Curriculum Neves, Ana Cristina Trindade 14 December 2009 (has links) This study is an interpretive form of qualitative research that is founded in educational connoisseurship and criticism, which uses the author’s personal experiences as a holistic educator in a public school to connect theory and practice. Key research questions include: How do I, as a teacher, work with the Ontario curriculum to make it more holistic? What strategies have I developed in order to teach a more holistic curriculum? What kinds of difficulties interfere with my practice as I attempt to implement my holistic philosophy of education? This dissertation seeks to articulate a methodology for developing holistic curriculum that is in conformity with Ontario Ministry guidelines and is also responsive to the multifaceted needs of the whole student. The research findings will serve to inform teachers who wish to engage in holistic education in public schools and adopt a curriculum that is transformative while still being adaptable within mainstream education. holistic education holistic learning holistic teacher holistic curriculum curriculum development Ontario curriculum transformative curriculum holistic philosophy of education developing mindfulness meditation in schools visualization as a learning tool yoga in schools journal writing Gulu walk An Inconvenient Truth Uganda Rising anti-bullying education human wholeness Whole Child School personal development professional development personal practical knowledge in teachers empowering students Math trail pedagogical approaches autobiography parents as partners in education EQAO testing student-led conferences self awareness balance in education limited vision of Ontario curriculum critical literacy ideology ommission on the Whole Child spirituality in education anecdotal reporting to parents social consciousness Roots of Empathy Who is Nobody spiritual growth ecological awareness wholeness of human experience creativity and intuition in education 0727 0524 0280 0998

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