博士(社会学) / 甲第523号 / 143, 394, vp / Hitotsubashi University(一橋大学)

This thesis analyzes the poetics of Holan's Triumf smrti (1930, revised in 1936, 1948, 1965), collections written in the period of neosymbolism - Vanutí (1932, ultimately revised in 1965), Oblouk (1934, ultimately revised in 1965) and Kameni, přicházíš… (1937, ultimately revised in 1965) as well as collections reacting to the Munich Agreement and following historical events - Odpověď Francii (written in 1938, first published as late as 1946 in the compilation Havraním brkem), Září 1938 (1938), Zpěv tříkrálový (written in 1938-1939, first published as late as 1946 in the compilation Havraním brkem), Sen (1939), Chór (1941). In the first place, the thesis focuses on identifying the rhythmic structure of the individual collections, their constants and gradual transition. Part of the exploration of poetics is the determination of the function of the rhythmic constants in the individual collections, accompanied by an attempt to demonstrate that the rhythmic building of verse together with its instrumentation belongs to the essential components of Holan's poetics of that period. Furthermore, the thesis deals with the semantics of Holan's poetics in the given collections of his, especially the analysis of the basic features of the poet's metaphor and metonymy, their mutual relationship and permeation....

In the Commedia of Dante, a poem 14,233 lines in length, some 7,500 words occur only once. These are the hapax. Fewer than 2% of these constitute a minute but distinct subset—the hapax for which there are one or more words in the poem whose spelling is identical but whose meaning is different. These are what I call same-spelling hapax. I identify four categories: partof- speech, homograph, locus, and name. Examination of the same-spelling hapax illuminates a poetic strategy continuously in use throughout the poem. This is to use the one-word coinciding of Rhyme’s rhyme number and terzina’s line number. Not only is it highly probable that a samespelling hapax will be a rhyme-word, but it is also probable that it will occupy a rhyme-word’s most significant position—the one place—the single word—where the two intertwined formal entities that shape each canto coincide. Every three lines, their tension-resolving this-word-only union intensifies the reader’s attention and understanding alike.

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

South Africa’s current performance on national and international studies is an indication that all is not well with our literacy teaching. In spite of the implementation of the National Curriculum Statement Grade R-9, illiteracy is currently a serious problem in South Africa. Current international and national documents call for direct, explicit, systematic teaching of reading and language concepts to beginning readers. The five principal components of reading instruction, namely phoneme awareness; phonics; word study and spelling; reading fluency; and text comprehension encompass language instruction at the phoneme, grapheme, syllable, word, sentence, and discourse levels. Teachers need specific and explicit linguistic knowledge to recognise and address the needs of all learners on the continuum of reading and language proficiency. Phonological awareness skills are considered as the most important indicators of early reading skills. Literature suggests a strong positive correlation between phonological awareness skills and reading skills development. Longitudinal studies show that children who don’t have phonological awareness skills have difficulties in reading. Experimental studies on phonological awareness suggest that the implementation of phonological awareness training has positive effects on the development of reading and spelling abilities. Phonological awareness is a key component in the prevention of reading failure. The information collected through the assessment of phonological awareness, enables teachers to make informed decisions about modifications of the literacy learning programme and implement reading interventions to prevent failure of reading acquisition. This early, preventative intervention reduces the possibility that learners fall behind in reading. The teaching of phonological awareness is par excellence for emergent literacy in the grade R class. Phonological awareness can be improved through the systematic, explicit instruction thereof. Therefore, teachers need to be able to implement a variety of phonological awareness activities in their classroom instruction. Teachers need content knowledge about phonological awareness, and how to implement it successfully. The purpose of this study was to determine: What a SWOT analysis reveals about grade R-teachers’: * Current in-depth knowledge of phonological awareness. * Preparedness to teach phonological awareness. * Implementation of instructional practices relevant to phonological awareness. * Perceptions of the support received from DoBE, in terms of relevant documentation, teaching and learning support material and professional development. The limitations, if any, in the teacher support documents of the DoBE, regarding the teaching of phonological awareness in grade R and to make suggestion with regard to the improvement thereof. What the perceptions of grade R teachers are about their in-depth knowledge, instructional practices and preparedness, concerning phonological awareness, after the implementation of a teacher training programme, focussing specifically on phonological awareness. The study was conducted utilizing a case study with thirteen grade R teachers from Lichtenburg, and the surrounding towns, Koster, Coligny and Itsoseng in the North West Province, Department of Basic Education, in South Africa. Data was collected in three phases, using questionnaires, interviews, observations and document analyses. In the first phase, the researcher gathered information on the knowledge and implementation of phonological awareness before the intervention (i.e., a teacher training programme). In the second phase, the teachers received training about the concept of phonological awareness and its relevance in reading acquisition. The training programme included relevant teaching activities as well as learning and teaching support material. In the third phase, the researcher trained the participants in the implementation of phonological awareness and gathered data about the implementation process. The results indicated that if teachers received explicit training about phonological awareness and are provided with relevant learning and teaching support material, they are able to implement phonological awareness activities in grade R classrooms. The results of this study have implications for teacher training. The concept of phonological awareness, its relevance in reading acquisition as well as relevant teaching activities need to be included in the training of grade R teachers. / Thesis (Ph.D. (Learning and Teaching))--North-West University, Potchefstroom Campus, 2011.

The lyrics of Sammy Cahn played a dominant role in shaping the Golden Age of American light music. He remains the most successful lyricist in cinema history, in terms of Academy Awards and Nominations, yet he has received little acclaim for his achievements. This thesis explores the diverse constituents of his creative genius, focusing on his ability to “romance the vernacular”, and write “bespoke” material on request. The argument follows a chronological path, tracing the major influences on Cahn’s life: vaudeville and musical theatre, the growth of the film industry, and the collaborators and performers who helped him achieve a level of mastery that he sustained for nearly fifty years. Particular emphasis is placed on his relationship with Frank Sinatra, on both a personal and professional level. Cahn had an acute awareness of the human condition and his ability to convey a range of emotions to match mood and moment displayed consummate craft and intellect, with a self-confidence that bordered on bravado. His contemporaries in the Golden Age of popular song have received due recognition, yet little has been written about Cahn, whose appreciation of the interaction between spontaneity and creativity remains unsurpassed by fellow lyricists. He had an intuitive understanding of the vernacular and an instinctive ability to write to order. The imagistic texture of the lyrics coupled with the prosodic intonation demonstrate an intimate correlation between personality and composition which is supported by biographical content. The argument, augmented by an audio-documentary, develops systematically through a study of the lyrics, focusing on the cultural and musicological significance of Cahn’s oeuvre. The material for both the written text and the two accompanying CDs are from personal archives and the Margaret Herrick Library in Los Angeles, which is the repository for the Sammy Cahn Collection, bequeathed to that institution after the death of Cahn in 1993. / English Studies / D. Litt. et Phil. (English)