With a view to conducting a study of the identity portrayal as presented in the film Paljas - and more specifically of the two youth characters, Willem and Emma - a few relevant theoretical concepts are included in this investigation, i.e. developmental psychology, film theory and narratology. By analysing and interpreting the film-related representation of the two youth characters it was possible to establish to which extent and in which way the identity portrayal of the two youth characters enhances the main theme of the film. It was, accordingly, also possible to elucidate facets of the placement of the fictional reality as represented in the film text and the reality as such in parallel correlation. According to the research method that was implemented certain aspects of different related sciences proved to be of integral importance. Such aspects included the psychological development of the child during mid-childhood years, the psychological development of the late adolescent, the application of film-related techniques pertaining to character portrayal and characterisation in narratology. During the course of this research the focus was on the identity portrayal of the two characters, Willem and Emma as youth characters in the film Paljas. An analysis of the identity portrayal of the youth characters implies that the investigation and application of narratology and film theory be incorporated in conjunction with theories pertaining to developmental psychology as specific point of focus. The research results were thus described by means of an integrated method. The children's experience of interpersonal communication at their home exercises an important influence on their identity development. The parents create the primary framework of reference for the children's attitude, value systems and convictions in connection with life in general as well as for their own sense of the self and their self-estimation. Key words: film, film text, film theory, identity portrayal, interpretation, youth characters, late adolescence, mid-childhood years, narratology, developmental psychology, Paljas, reception theory. / Thesis (M.A. (Languages))--North-West University, Potchefstroom Campus, 2004.

Submitted by Neusa Fagundes (neusa.fagundes@unioeste.br) on 2018-08-20T17:33:53Z No. of bitstreams: 2 Simone_Bernardi2018.pdf: 2500695 bytes, checksum: 41801fa8908673cb1d7776957ed8e380 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-08-20T17:33:53Z (GMT). No. of bitstreams: 2 Simone_Bernardi2018.pdf: 2500695 bytes, checksum: 41801fa8908673cb1d7776957ed8e380 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-02-23 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / La pesquisa aquí presentada investiga cómo se da el letramiento literario en la escuela, en los años finales de la Enseñanza Fundamental. A partir de la observación realizada en la escuela y de nuestro conocimiento empírico a respecto del asunto, sentimos la necesidad de buscar un aporte teórico que sea base para nuevas propuestas a la práctica de lectura literaria en el ambiente escolar, además de las contribuciones de ese tipo de texto para la ampliación de la capacidad lectora de los alumnos de aquella fase de escolarización, y evidentemente, de las investigaciones sobre las condiciones básicas para que tal práctica ocurra y se fije. Con tal propósito, investigamos y analizamos como están ocurriendo las prácticas de letramiento literario con alumnos de los años finales de la Enseñanza Fundamental de una escuela de la red Estadual de Enseñanza de Iporã do Oeste, Santa Catarina. Enseñanza Fundamental de una Escuela de la Rede Estadual de Encino da ciudad de Iporã do Oeste – SC. Además, con base en la revisión bibliográfica efectuada, buscamos elaborar y proponer prácticas de lectura de textos de literatura, so la forma de un Proyecto de Intervención Pedagógica (Oficinas Literarias), siguiendo el modelo desarrollado por Zucki (2015), con la temática “Desarrollando la amistad”, a fin de desenvolver una propuesta de letramiento literario en la referida escuela; otrosí, atentamos para la construcción de ese trabajo a partir das dificultades enfrentadas e dos resultados obtenidos en la caminada de esa aplicación por parte de los alumnos y educadores envueltos en ese trabajo. Con el intuito de alcanzar los objetivos propuestos, basamos la pesquisa en los presupuestos teóricos - a respeto da lectura, de la escuela y letramiento- en Zilberman (1988, 2003), Kleiman (2005), Cosson (2012), Soares (2000, 2010) y Rojo (2009, 2012). Acerca del lugar del joven lector y de las bibliotecas en el acto de la lectura, pautémonos en los estudios de Petit (2008) y, acerca do carácter humanizador da Literatura, nos basamos en Candido (2011, 2006, 1989, 1972). Para embazar la elaboración de nuestro Proyecto de Intervención, recorremos a las proposiciones de la Estética da Recepción, de Jauss (1979, 1994) e Iser (1979), e a la concepción de Intertextualidad y de la Literatura Comparada, de Mendoza Fillola (1994). Para la analice del proceso de letramiento literario por medio de la literatura comparada y sus relaciones con otras áreas, realizamos un estudio exploratorio en una clase de 7º año de la escuela en la cual el proyecto se efectuó. Para tanto nos utilizamos un abordaje cualitativo, con procedimientos por las vías de la pesquisa-acción. Al final de ese proceso de investigación, comprendemos la importancia de un adecuado trabajo metodológico con la literatura en los años finales que, por medio da aproximación da Literatura a las otras artes e otras áreas, pode instrumentalizar o educando no medio do proceso da educación básica, a ter un visión sobre la arte literaria que va allá del aula y que puede, en última análisis, extender-se por su vida, bien como a necesidad de la escuela comprender el lugar de tal trabajo dentro de su espacio de acción. / This research, here presented, investigates how literary literacy at school takes place in the last years of Elementary School. From the observation done at the school environment and from our empirical knowledge about the subject, we felt like searching theoretical support that sustained the new proposals about school practice of literary reading, just like to investigate which are the contributions of this type of text for the expansion of the reading capacity of the students at the schooling phase and, evidently, to observe the basic conditions in which such practice happens and consolidates itself. With such objective, we investigate and analyze how the practices of literary literacy with students from the last years of Elementary School in a school in the state educational network in the city Iporã do Oeste – SC have been happening. Furthermore, based upon the bibliographic review, we aimed to elaborate and propose practices of literature reading texts, under the shape of the Project of Pedagogical Intervation Education (Literary Workshops), following Zucki’s model (2015), with the thematic “Building up friendship” in order to develop a proposal of literary literacy in the referred school; likewise, we observed the development of this workshop from the difficulties faced by the students and educators involved and from the results obtained in its implementation. In order to reach the proposed objectives, we base our research on the theoretical assumptions - regarding reading, school and literacy - in Zilberman (1988, 2003), Kleiman (2005), Cosson (2012), Soares (2000, 2010) and Red (2009, 2012). On the place of the young reader and the libraries in the reading act, we focus on the studies of Petit (2008) and, on the humanizing character of Literature, we support ourselves in Candido (2011, 2006, 1989, 1972). In order to support the elaboration of our Intervention Project, we have recourse to the propositions of Reception Theory, by Jauss (1979, 1994) and Iser (1979), as well as to the conception of Intertextuality and Comparative Literature, by Mendoza Fillola (1994). For the analysis of the literary literacy process thorough Comparative Literature and its relations with other areas, we conducted an exploratory study in a seventh grade at the school in which the project took place. For that, we used a qualitative approach with guidelines though the prism of research-action. At the end of this investigational process, we understand the importance of a methodological proper work with literature in the last years of Elementary School that, thorough the convergence of Literature with other arts and areas, we can help the student in the middle of the process of basic education to have a look on the literary art that goes beyond the classroom and that can, in the long run, be extended to his or her life, just like the necessity of the school understanding the place of such work inside its scope.

The diploma thesis is concerned with reception of the Austrian novelist and playwright Thomas Bernhard in the Czech Republic after 1989. The piece of work mainly focuses on how the writer was presented to the Czech society. The thesis also responds to the statement of the Czech Germanist Milan Tvrdík who said, in 1995, that Thomas Bernhard still awaits discovery of his writings in the Czech Republic and, so far, is an author mostly for Germanists. Theoretical framework of the work is based on the reception theory of Constance school. The research is mainly focused on the Czech translations of the Bernhard's books which contain epilogues and editorial notes, then on the reviews of the Bernhard's plays introduced in the Czech theatres between 1989 and 2019. Considering the fact that some adaptations of Bernhard's plays in our country offered an interesting link between Czech and Slovakian acting scene, an insight of the Bernhard's reception in Slovakia is a part of the work. The analysis takes into consideration external factors, too. These factors are translators, editors, or individual publishing houses Prostor, Mladá Fronta, Divadelní ústav or Odeon, which have influenced the reception of Bernhard's work in the Czech Republic. The qualitative analysis infers a picture of the Austrian playwright...

CrashCourse Literature and other educational YouTube videos are essential mechanisms for connecting students and the general public to the humanities. Public humanities projects are in an intellectual tug-of-war between what academia and the diverse developing public want them to be, but that contention can and should be mediated using new media tools like CrashCourse Literature. CrashCourse Literature's emphasis on bringing the reader to the text and the text to the reader, echoes the goals of reception theory. Reception theory focuses on finding meaning in a literary text using the reader's horizon of expectations more than an a traditional, essentialist, "original' reading of a text. Analyzing public humanities projects like CrashCourse Literature through the lens of reception theory can help to show why the public uses them to connect more fully with the humanities. Within the texts of the videos "Fate, Family, and Oedipus Rex: Crash Course Literature 202," "Shakespeare's Sonnets: Crash Course Literature 304", "Like Pale Gold--The Great Gatsby Part I: Crash Course English Literature #4," and "Was Gatsby Great? The Great Gatsby Part 2: Crash Course English Literature #5," I see two distinct levels of reception that influence and strengthen each other: 1. First level of reception: CrashCourse interacts with and refracts the texts they are explicating based on where the reader is in time and space. 2. Meta-reception: CrashCourse interacts and connects with the viewers of the video by interpreting their viewers' responses to said text. CrashCourse's use of popular culture references, references to current or familiar social, political, and cultural ideologies, jokes, validations of viewers previous literary experiences, informal language all situated well within sound academic scholarship constitute examples of first-level and meta-reception. CrashCourse Literature sees the humanities, and fictional literature in particular, as exercises in empathy. Accordingly, they treat their approach to the text (first-level reception) and their viewers response to the text (meta-reception) with the same empathetic care. Public humanities projects that use new media well, allow public access to and connection with scholarly discussion and information. If academic institutions want to continue humanities research and discussion in a way that keeps their publics enthusiastically engaged, they will find good tools in CrashCourse Literature, which is engaging precisely in the kind of intellectual work and dialogue the academic establishment needs in order to stay relevant and significant to the publics they serve.

Around 2010, a group of online content creators, commonly referred to as "Youtubers" or "BookTubers," began to emerge on YouTube.com. This community's content revolves around many topics under the realm of literature including book discussions, reviews, genre discussions, and many more. While the group started off small, it has grown significantly over the past decade; some of the most prominent creators have several hundred thousand subscribers. In the ten years since its emergence, the creators and content have transformed, where many in the beginning made video discussions just for fun, and now many of them have grown their channel into a financially successful career and have formed partnerships with publishing companies. Specifically within the BookTube community, young adult author John Green has revolutionized the platform and seen unprecedented amount of success. His novels along with their film and TV adaptations have inspired thousands of Booktube reviews and discussions, and John and his brother Hank Green have gained a massive following on YouTube. This essay examines BookTube as a collaborative community, a marketing platform, and a space for reception theory analysis by examining readers' discussions of John Green's Looking for Alaska. BookTube and other online communities are becoming increasingly important in people's lives, and analyzing these platforms is essential to understanding future generations.

Denna studie undersökte kvinnors upplevelser när de fick ett HPV-positivt screeningresultat brevledes. Den svenska screeningen för förebyggande av livmoderhalscancer meddelar resultatet i ett kort, standardiserat brev. Efter att ha inkluderat humant papillomvirus (HPV) i analysen år 2014 verkade kvinnor bli mer oroliga för resultatet som kunde meddela en sexuellt överförd infektion (STI).En intervjustudie genomfördes med åtta kvinnor och empiriska data analyserades med receptionsteori. Resultaten visade vilka känslor kvinnor kämpade med, om de upplevde en negativ inverkan på deras sexualitet och om de var nöjda med ett brev som kommunikationssätt.Okunnighet om HPV och rädsla för cancer var centrala resultat. Kvinnor beskrev till och med en förändring i attityd till andra sexuella praktiker än vaginalt samlag. Resultatbrevet ansågs vara för kort och inte så informativt som nödvändigt. Detta fick samtliga kvinnor att söka efter mer information främst på internet för att hitta svar på deras frågor.Sammanfattningsvis finns det ett behov av grundlig och strukturerad information relaterad till HPV och påverkan på livmoderhalsen. Personal inom hälso- och sjukvårdssystemet bör vara lyhörda för kvinnors oro över deras screeningresultat. / This study explores women´s experiences when receiving their HPV-positive pap smear result as a letter. The Swedish screening programme for the prevention of cervical cancer notifies of the result in a short, standardised letter. After including human papilloma virus (HPV) in the analysis in 2014 women appeared to become more worried about the result showing a sexually transmitted infection (STI). An interview study was performed with eight women and the empirical data was analysed with reception theory. The study-results show which feelings women struggled with, whether they experienced a negative impact on their sexuality, and whether they were content with a letter as communication method for their results. Ignorance of HPV and fear of cancer were central findings. Women even described a change in attitude towards sexual practices other than vaginal intercourse. The result letter was considered to be too short and not as informative as needed. This caused all the women to look for more information foremost on the internet in order to find answers to their questions.In conclusion there is a need for thorough and structured information related to HPV and impact on the cervix. Healthcare system personnel should have a sensitive ear for women´s concerns about their pap smear results.

This thesis aims to find out how fans perceive the authenticity of the Formula 1 documentary series ‘Drive to Survive’. Research has shown that documentaries are challenged from the audience with regard to draw an authentic representation of events while they seek to nevertheless be entertaining to people. Thus, the thesis tries to examine which themes fans focus on when they rate the authenticity of documentary series and how they express authenticity by investigating comments from a fan forum of Autosport.com.  With regard to the theoretical framework, it seems obvious to illuminate the concept of authenticity. Moreover, it is important to put it in context with documentary theories, fandom concepts and reception theories, since the thesis contains data of fans about the documentary series ‘Drive to Survive’ and focusses on its reception of authenticity, meaning how the fans perceive authenticity. To examine relevant data, Mayring’s (2000) approach of a qualitative content analysis is used.  The main results of the thesis are the determination of four themes of authenticity of a documentary series, namely cinematographic manipulations, behind the scenes footage, participants and imposed judgements. But even if the same themes are generally addressed from fans, the focus of the fans on the themes of authenticity varies. Another result is that fans do not express authenticity with the same words, but the comments contain of patterns content wise related to the themes.  As a conclusion with regard to the research focus of fans’ perception of authenticity the thesis shows that it is related to the individual mind. While the reception theory explains that the individual background influences interpretation of content, the concept of fandom illustrates that fans are able to give content an individual meaning which both has effects on their perception of authenticity. Therefore, it remains a challenge for documentary productions to find the balance between entertainment and authenticity.

Every reader will respond to and think in a different way about a book. They will have different interpretations of the book. It is not possible to say with scientific certainty in what way a reader will interpret a book. To address this issue, this study focuses on the reader response theory as explained by Iser and Jauss. However, the reader response theory is at present supported by research from the cognitive theory to narratology. This study attempts to understand how a reader reasons with regards to a certain text. A further aim is to understand why a specific reader will think about and interpret the text in the way he or she does. In this study the books 30 Nagte in Amsterdam (30 Nights in Amsterdam) by Etienne van Heerden and Swartskaap (Black Sheep) by Odette Schoeman is used to test the hypothesis. Qualitative research methods were used and the data was processed in different stages as is displayed in the addendum DVD. Cognitive theory wants to explain how the reader will respond to the book as a whole, characters, events and the places and spaces represented in the novel. In this study, it was found that a reader's response will always be influenced by his/her background. Readers use their background either to make sense of the book and the story it tells or to make sense of what has happened in their own lives in order to accept and understand it. On account of the results reached in the study it can be argued that readers should be taken into account when books are reviewed and discussed, because they are the ones that have to do the actual reading. Because of this finding, this study puts forward the suggestion that a review model is developed so that readers can make informed decisions as to which book will be best suited to them. / Thesis (M.A. (Afrikaans and Dutch))--North-West University, Potchefstroom Campus, 2012