Thesis (M. Phil.)--University of Hong Kong, 1975. / Typescript.

Thesis (M. Phil.)--University of Hong Kong, 1975. / Typescript.

There have been many attempts made by folklore scholars from the late nineteenth century to the present to formulate a classification system in folklore that would make it possible to clearly define folklore genres. Limited success has been achieved always to be blocked by a look at the problem from yet another angle. In identification problems relating specifically to folk narratives the earlier scholars recognized myths, legends and folk tales as general categories to be found universally in all cultures, but they made no attempt to clear up the blurred lines between and within these divisions. Comparative folklorists arbitrarily divided prose narratives according to themes or subject matter. They assumed that similar themes constituted a single genre. Roughly, stories of ritual and belief that explained origins of a people, related adventures of their gods, gave spiritual guidelines to day to day living and were believed were considered myths; other "true" narratives about people and places in the recent past, but not having to do with religion were loosely gathered under the heading of legends; and tales of make-believe told mainly for entertainent were called folktales or Marchen. Certainly the examination of themes is important to the study and comparison of prose narratives. However, as a method of classification on its own it produced confusion.

This paper presents a survey of concepts in commutative algebra that have applications to topology and graph theory. The primary algebraic focus will be on Stanley-Reisner rings, classes of polynomial rings that can describe simplicial complexes. Stanley-Reisner rings are defined via square-free monomial ideals. The paper will present many aspects of the theory of these ideals and discuss how they relate to important constructions in commutative algebra, such as finite generation of ideals, graded rings and modules, localization and associated primes, primary decomposition of ideals and Hilbert series. In particular, the primary decomposition and Hilbert series for certain types of monomial ideals will be analyzed through explicit examples of simplicial complexes and graphs.

This essays aim is to investigate the possibilities of subjective interpretation of Lgr11, the Swedish curriculum for elementary school. The assignment that the Swedish authority Skolverket got in 2009, was to create a curriculum that would grant that the students achievements would not be influenced by any subjective opinions and that all elementary schools in Sweden will give an equivalent education. In the Government bill this is a theme throughout the text and the Minister of Education has also claimed that this document will leave very limited space for subjective reading and interpretation. He says that Lgr11, in contrast to the previous curriculim Lpo94, will clarify what the purpose of the different subjects is and on what grounds the assessment of the students should be based. The method used is the literary theories of reader – response as they are expressed by Literarycriticist Stanley Fish. To access a deeper perspective I also apply the ideas of thoughtcollectives as they are formulated by Epistemologist Ludwik Fleck. This essay indicates that there are complex problems in the text and argues that it contains valueladen, abstract words, contradictions and interpretable language. It illustrates problems that this can lead to when different readingcommunities and thoughtcollectives shall come to an agreement about what the text really means and how the students performance will be assessed.

Thesis (M.A.)--University of Mobile, 2005. / Abstract. Includes bibliographical references (leaves 109-121).

Thesis (Ph. D.)--Carleton University, 2001. / Includes bibliographical references (p. 150-161). Also available in electronic format on the Internet.

Zugl.: Zürich, Univ., Diss., 2006

Zugl.: Marburg, Univ., Diss., 2006

Thesis--Copenhagen. / Bibliography: p. 114-[119].