Much work has been done on the relationship between fin de siècle authors H.G. Wells, Joseph Conrad, Henry James, Stephen Crane, and Ford Madox Ford. As Nicholas Delbanco explains, these writers lived closely to one another in Kent during the transition into the Twentieth Century. While scholars have stressed the collaboration between Conrad and Ford and the disagreements between Wells and James, fewer have treated the relationship of Wells and Conrad. Their most widely read works, The Time Machine and Heart of Darkness, share remarkable similarities that reveal common topical influences on both writers. Furthermore, I argue that Wells and his novella influenced some aspects of Conrad's most popular text. From a historical contextual approach, I examine the relationship between the two authors, several themes shared by the two works, and their balance between social criticism and aesthetic responses. The novels feature a movement through time and space, a divided humanity, and cannibalism. The Time Machine critiques England's socioeconomic circumstances and the Social Darwinist belief in progress, while Heart of Darkness depicts the Belgian Congo under the merciless King Leopold II. Wells and Conrad rejected the artistic labels of impressionism and aestheticism, though their novels fulfill many aims of these movements. An understanding of the Wells-Conrad friendship and fin de siècle society opens each text to interpretations from diverse areas of criticism and is key in identifying the most important elements of the novels.

Anxiety and estrangement in Juan Carlos Onetti's works Key words: Onetti, The Well, novel, Eladio Linacero, estrangement, anxiety, loneliness, dreams, Tizón This work focuses on the literary conception of characters in Onetti's works. Specifically, it converges on anxiety, loneliness and estrangement, which are the central components of the author's prose. Onetti's first-fruit, The Well, serves as a starting point. This novel revealed new possible ways of the novel-writing and influenced many other authors. It carries the key issues of Onetti's future work. The novel is sketchy; the images often do not follow each other and they are directed by hidden associations. There appears a new character: urban anti-hero, who escapes from the hostile reality to the fantasy life. The present work features the protagonist of The Well with other Onetti's characters. The part dedicated to the style focuses on the relation between form and content. Onetti's books are about misunderstanding which is reflected in the structure and language. In the final chapter of this work is confronted The Well with The Beauty of the World by Héctor Tizón. Different and in some components similar processes allow to recognize and define Onetti's style and uniqueness better.

This diploma thesis deals with issues of employee motivation. It describes the latest happenings in the labour market and clarifies the importance of a company’s of the reasons why employees leave. The theoretical part gets us acquaints us with the needs and satisfaction of employees, and the way these can be accomplished. This information is applied on the motivation system of the travel agency Invia.cz. The aim of this diploma thesis is to analyse and to suggest some solutions for the improvement of the motivational atmosphere in the company. The survey was used for analysis.

Denna uppsats undersöker Ursula K. Le Guins roman De obesuttna och knyter den till miljöperspektivet i gymnasieskolans värdegrund i syfte att undersöka några didaktiska möjligheter. Metoden som används för undersökningen är närläsning av romanen. De teoretiska utgångspunkterna är Darko Suvins idé om ”kognitiv främmandegöring/cognitive estrangement” som effekt i science fiction, ett ekokritiskt litteraturteoretiskt perspektiv samt didaktiska perspektiv kopplade till demokrati. Resultatet visar att läsareffekten av De obesuttna, genom kognitiv främmandegöring, kan leda till perspektivskiften och insikter som är väl förenliga med syftet i värdegrundens miljöperspektiv. Läsning av Ursula K. Le Guins utopiska roman De obesuttna utgör en synnerligen god utgångspunkt för diskussioner kring hållbarhet och ekologi i skolans värdegrundsarbete.

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(Résumé) Ce mémoire propose une analyse des représentations de la nature et de l’environnement dans deux œuvres de science-fiction: la trilogie des Rifters—de l’auteur canadien Peter Watts—, qui comprend trois romans en quatre tomes: Starfish (1999), Maelstrom (2001), Behemoth B-Max (2004) et Behemoth Seppuku (2005); et le roman The Road (2006) de l’auteur américain Cormac McCarthy. Cette étude vise à théoriser les implications critiques et littéraires de ces représentations. Pour ce faire, un survol de quelques-unes des principales théories de la science-fiction précède l’analyse des romans. L’intégration de ces théories et des concepts qu’elles mettent de l’avant à l’analyse des romans me permet d’articuler le fait que, dans les récits choisis, les novums science-fictionnels entraînent la défamiliarisation de la nature et de l’environnement, ce qui produit un effet d’étrangeté. En effet, dans ces récits la nature est soit hybride— transformée par l’intervention des humains et de la technologie—, soit malade, mourante, détruite, ou absente et pleurée par les personnages, qui se la remémorent en rêve. Dans les deux cas, la nature est ré-imaginée, l’environnement est recontextualisé et des mondes post-naturels sont présentés d’une façon qui implique des stratégies littéraires semblables, mais une différence critique importante: la trilogie de Watts met en évidence les conséquences tragiques possibles de notre échec à surmonter les enjeux environnementaux de notre époque. Le roman de McCarthy dresse le portrait de la destruction de la société et de la planète tels que nous les connaissons, mais en tait les causes. // (Abstract) This thesis analyzes the representations of nature and environments in two works of science fiction: the Rifters Trilogy, by the Canadian author Peter Watts, comprised of three novels in four volumes: Starfish (1999), Maelstrom (2001), Behemoth B-Max (2004), and Behemoth Seppuku (2005); and the novel The Road (2006), by the American author Cormac McCarthy, in order to theorize their critical and literary implications. To do so, some significant theories in the field of science fiction theory are explored and appropriated in order to develop analyses of the novels. The integration of these theories and their concepts in the analyses allows me to articulate how nature and environments are defamiliarized and generate an estrangement effect within the selected narratives because of their respective sf novums and the consequences they entail. Nature is presented in the primary texts as hybrid — transformed by human intervention and technology — but also as sick, dying, destroyed, and as something lost, absent, mourned and virtually only remembered in dreams. Both works re-imagine nature, re- contextualize environments, and ultimately present post-natural worlds in ways that evidence similar literary strategies. However, they offer a major critical difference: for the Rifters trilogy points out the possible tragic consequences of the failure to overcome environmental issues in our time, while The Road portrays the destruction of society and the planet as we know them but silences the causes.

The problem of this study was to identify relationships which might exist between variables measuring alienation feelings in high school students and variables measuring attitudes exhibited by those students toward the school environment. Mackey's Adolescent Alienation Scale was used to obtain student scores on three dimensions of alienation—Personal Incapacity, Cultural Estrangement, and Guidelessness. The Minnesota School Attitude Survey (MSAS) was used to obtain scores on attitudes toward factors in the school environment: School Curriculum, Self at School, Others at School, Support Received at School, Pressure at School, and Personal Development at School. Pearson Product moment correlations were computed for each dimension of alienation and the attitude clusters. Correlations were computed for each of nine statistical subgroups which comprised the sample group of 294 students— ninth-, tenth-, eleventh-, and twelfth-grade subgroups, male and female subgroups, and Anglo, Black, and Hispanic subgroups. Students in the population for the study were enrolled in a traditionally-organized, comprehensive curriculum, racially-integrated urban high school in a large-city public school district. Findings revealed that the single most influential environmental factor related to student alienation in this study was a feeling of pressure in the school setting. Pressure was related directly both to feelings of Personal Incapacity and to feelings of Guidelessness. Also, the greater students' feelings of Personal Incapacity, the less pleasant (more unpleasant) they felt their experiences were with the curriculum, themselves, and others at school. Alienation in the sense of Cultural Estrangement was related strongly and inversely to personal growth and development experiences at school. Feelings of Guidelessness were associated inversely with both students' attitudes of pleasantness/unpleasantness and their attitudes of importance/unimportance toward the school curriculum, themselves, and others at school. It is recommended that studies be conducted to determine specific learning activities, school experiences, and organizational processes which can reduce effectively students' feelings of alienation in the school setting.

CoordenaÃÃo de AperfeiÃoamento de Pessoal de NÃvel Superior / A dissertaÃÃo com o tÃtulo A face negativa do trabalho docente no capitalismo à luz do pensamento de Marx e LukÃcs tem como objetivo central realizar uma discussÃo acerca da dupla face do trabalho no capitalismo no seu sentido positivo e negativo, demonstrando a determinaÃÃo reflexiva dessa dupla face no trabalho docente universitÃrio, destacando a sua dimensÃo negativa, enfocando ainda a educaÃÃo omnilateral como mediaÃÃo para a superaÃÃo do predomÃnio dessa face negativa, tomando como referencial teÃrico o pensamento de Marx, de LukÃcs e de Saviani. A questÃo que perpassa essa temÃtica à a consideraÃÃo de que a gÃnese do capitalismo trouxe consigo a esperanÃa de que os bens produzidos seriam mais acessÃveis para toda a populaÃÃo no sentido de atender as suas necessidades bÃsicas. No entanto, aos poucos, a lÃgica do capital foi sendo revelada. Sua finalidade central à a geraÃÃo do lucro por meio de todos os produtos, desde os mais bÃsicos aos mais diversos artigos de luxo. Portanto, os bens produzidos tornaram-se mercadorias, inclusive a forÃa de trabalho do trabalhador, aviltando, assim, a dimensÃo humana dos homens. PorÃm, o trabalho, por ter essa dimensÃo de exploraÃÃo, nÃo deixa de ter tambÃm a sua dimensÃo de geraÃÃo da sociabilidade e de realizaÃÃo do homem na sua generidade humana. Tal questÃo se ancora, principalmente, na tese de Marx sobre o trabalho no capitalismo, evidenciando a sua dupla dimensÃo â criador de valor de uso e, ao mesmo tempo, criador de valor de troca â, que serà retomada por LukÃcs e, a partir da qual, ele tematizarÃ, respectivamente, o trabalho enquanto categoria fundante do homem como ser social e o trabalho estranhado enquanto aviltamento do gÃnero humano. Eis a dupla face do trabalho. Nesse sentido, a forma como o trabalho se realiza no capitalismo à uma temÃtica que merece amplas discussÃes e questionamentos. Por estar inserido nesse contexto, estabelecemos como ponto central da nossa dissertaÃÃo investigar se hà uma incidÃncia dessa dupla face do trabalho na educaÃÃo formal e, consequentemente, no trabalho docente, destacando o trabalho docente no ensino superior. A educaÃÃo à um dos complexos sociais mais potentes e importantes da estrutura social. Ela surge, como todos os outros complexos, com a instauraÃÃo do processo de trabalho. Com efeito, de acordo com o modo do trabalho, teremos tambÃm um tipo de educaÃÃo, tanto na sua dimensÃo positiva como na negativa. Portanto, a dupla face do trabalho no capitalismo à uma realidade que pode estar presente nas vÃrias classes de trabalhadores, inclusive no trabalho docente no ensino superior. Diante dessas consideraÃÃes, indagamos se hà uma influÃncia, uma determinaÃÃo reflexiva, da dupla face do trabalho na educaÃÃo formal e, consequentemente, no trabalho docente. A nossa hipÃtese central à a de que realmente existem influÃncias, determinaÃÃes reflexivas, do duplo aspecto do trabalho, positivo e/ou negativo; esse Ãltimo, de modo predominante, no trabalho docente. Uma das formas dessa influÃncia no seu aspecto negativo à a sobrecarga de trabalho que dificulta a possibilidade de o professor exercer o seu trabalho com Ãtica e competÃncia. TambÃm consideramos que a educaÃÃo, na sua dimensÃo omnilateral, poderia ser uma mediaÃÃo para a superaÃÃo da predominÃncia dessa face negativa, pois o trabalho docente voltado para uma educaÃÃo dessa natureza certamente nÃo comportaria a exploraÃÃo e o estranhamento do trabalho docente tÃpico da sociedade capitalista, destacando aqui o professor universitÃrio. Para desenvolver as nossas consideraÃÃes, recorremos principalmente Ãs obras Manuscritos econÃmico-filosÃficos de 1844 e alguns volumes de O capital, de Karl Marx; Ontologia do ser social, de GyÃrgy LukÃcs; e HistÃria das ideias pedagÃgicas no Brasil, Escola e democracia e Pedagogia histÃrico-crÃtica: primeiras aproximaÃÃes, de Dermeval Saviani. Visando alcanÃar o nosso objetivo, fizemos uma anÃlise imanente das obras supracitadas e perseguimos o mÃtodo dialÃtico, prÃprio dos autores estudados. Por fim, para desenvolver essas questÃes, a nossa dissertaÃÃo està composta por trÃs capÃtulos: A dupla face do trabalho no capitalismo: Marx e LukÃcs; O trabalho docente no capitalismo: pensando a educaÃÃo brasileira; A educaÃÃo omnilateral como mediaÃÃo para a superaÃÃo da face negativa do trabalho docente.

ABSTRACT For more than fifty years, Philip Levine has successfully written verse and prose on a number of subjects and themes including the complexities of familial relationships, the anarchists of the Spanish Civil War, the importance and effects of memory in life, race relations in the United States, the poet’s Jewish identity, and the very struggles that writing meaningful poetry involves. A cursory look at the scholarship on Levine’s poetry reveals that these are the topics frequently discussed and analyzed. However, as anyone can recognize in the criticism on Levine’s verse, Levine’s reputation does not rest so much on his attention to these themes and topics as it does on his presentation of and sympathies with individuals working in the context of modern industrial society. This dissertation identifies and analyzes Levine’s presentations of work and working-class individuals. Starting with the argument that more scholarship needs to be performed on Levine’s poetry than what currently exists, the dissertation’s first part points to Levine’s reputation in and contributions to American poetry. Proceeding to undertake the further study called for in part one, the second part of the dissertation identifies representative examples of working-class elements within Levine’s poetry and places them within historical context as far as poetry is concerned in general. Part three specifically looks at the ways in which Levine’s poetry expresses and relates to Marx’s idea that all of history revolves around the concept of class struggle. The final section of the dissertation explores how Levine’s poetry represents Marx’s theory of alienation among the working-class, identifying and analyzing key examples from throughout the poet’s oeuvre.

Submitted by Andrea Hayashi (deachan@gmail.com) on 2016-06-22T12:26:34Z No. of bitstreams: 1 dissertacao-vinicius-domingues-chamico.pdf: 5850435 bytes, checksum: b04450578273c814b9349d11830ea961 (MD5) / Approved for entry into archive by Andrea Hayashi (deachan@gmail.com) on 2016-06-22T12:27:31Z (GMT) No. of bitstreams: 1 dissertacao-vinicius-domingues-chamico.pdf: 5850435 bytes, checksum: b04450578273c814b9349d11830ea961 (MD5) / Made available in DSpace on 2016-06-22T12:27:31Z (GMT). No. of bitstreams: 1 dissertacao-vinicius-domingues-chamico.pdf: 5850435 bytes, checksum: b04450578273c814b9349d11830ea961 (MD5) Previous issue date: 2014-11-30 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta pesquisa pretende compreender o conceito de crítica dentro da obra Rua de mão única (Einbahnstrasse) através da análise do funcionamento e da estrutura da escrita empregada por Walter Benjamin chamada: “imagem de pensamento” (Denkbild). Partindo de um procedimento que norteia grande parte dos fragmentos: uma proximidade distanciadora, potencialmente crítica e reflexiva, proporcionada por formas aparentemente irrelevantes (unscheinbaren Formen) e pela polarização de imagens e ideias dissonantes. / This research aims to understand the concept of critic in the work, One Way Street (Einbahnstrasse) by the analysis of the functioning and the structure of writing used by Walter Benjamin named: “though-image” (Denkbild). From a procedure that orients much of the fragments: a proximity distancing, potentially critical and reflective, provided by apparently irrelevant forms (unscheinbaren Formen) and by the polarization of dissonant images and ideas