This thesis deals with values in fairy tale movies. Its aim is to explore the possibilities of tracking values in fairy tale movies, because fairy tales serve as an important source of values for a child in the process of socialization. The theoretical part presents basic concepts of values, approaches to film research from a psychological point of view and observes the importance of fairy tales for a child. These topics are connected by socialization of a child and the role of media in adopting of values. Original research consists of content analysis of selected sample of Czech and Czechoslovak fairy tale movies. Certain characteristics, on which we can think about the values expressed in selected movies, are described. The research results indicate a trend of decreasing amount of contained values in fairy tale movies over time. Qualitative analysis examines various tales and describes value characteristics of particular characters in selected movies. Diploma project represents a contribution to the psychology of media and embraces media research as an important part of the socialization process.

Summary: The focus of the thesis with the topic The comparation of women's characters in fairy tales and proses of Božena Němcová is compared female characters in selected Czech and Slovak fairy tales and proses of Božena Němcová. The emphasis is on description of the relationship between the two genres in terms mythic-archetypal and also in terms of narrative methods. The work focuses on a comparison of some key themes in the life of the female character, such as the theme of motherhood, marriage or family togetherness. Methodologically the work embodied in narratology, the theory of gender and psychoanalysis. This theoretical bases allow to define the differences between the heroines of fairy tales and prose works and point out the blending of the two genres on the plane of the women's characters.

Thesis advisor: Elizabeth Kowaleski Wallace / Thesis advisor: Alan Richardson / This project argues that the British financial revolution ushered in a new way of conceptualizing time based in mathematic innovations of the seventeenth-century. As it was employed in financial instruments and government policies, mathematics' spatialized representation of time conflicted with older, more intuitive experience of time associated with consciousness and duration. Borrowing from the work of Henri Bergson and Gilles Deleuze and Félix Guattari, I examine how he interaction between these two temporalities reshaped conceptions of value, the public, and the body in the first half of the eighteenth century. The first two chapters of my study explore texts ranging from pamphlets that advocated for the establishment of banks to the periodical essays of The Spectator and The Tatler that advocated for political economic conceptions of time and value at the turn of the century. These texts reveal the subtle tensions and strange paradoxes created by the clash of disparate temporalities and open the door to new readings of fictional narratives like those of Daniel Defoe and Aphra Behn. My second two chapters focus on selected works by these two authors to explore how longer first-person narrative forms modeled both the possibilities and dangers of emerging political economic structures. My study concludes with two chapters that follow the development of the oriental tale in Britain. Making use of a seventeenth-century tradition that explores the tensions between representation and meaning in oriental fables, Arabian Nights' Entertainments follows on the heels of John Paul Marana's Letters Writ by a Turkish Spy and reshapes the genre to reflect the new concerns of a global marketplace in which deferral has become essential to the production of value. I conclude these chapters with readings of Johnson's Rasselas, Hawkesworth's Almoran and Hamet, and Frances Sheridan's Nourjahad, three tales that foreshadow late-eighteenth-century efforts to manage the public and its temporal paradoxes through an attention to the body. / Thesis (PhD) — Boston College, 2009. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: English.

Digitized by Kansas Correctional Industries

Many questions surround the anonymous medieval work known as Saigyo monogatari (translated here as “The Tale of Saigyo”, and for simplicity generally referred to as “the Tale”). When was it first created? By whom, and for what intended audience? By what process did it proliferate into the many variant texts that have come down to us? How many other variants may once have existed? What is the relationship between the existing variants, and which can be considered the earliest? Might this be the “original text”, or is it too a reworking of some now lost original text? ¶ In the last forty years, these questions have been taken up by a number of scholars, but to date there has been no full-length study that takes into account the wide range of variant texts and attempts in any systematic way to analyze them in a search for answers. The present study seeks to fill this gap. I compare 11 texts, consisting of representatives from all the main variant categories and including all the texts which are known to be, or which seem to me to be, early forms. Detailed textual comparison can be found in Appendix 1. ¶ Part I introduces the background to the Tale’s development, and the variant texts. In Part II, I translate the variant known as Bunmeibon. Many scholars have either claimed or simply assumed that Bunmeibon is a close version of the Tale’s original form. I take issue with this belief, and one of the aims of this study is to pursue the question of the relationship of the B text line (of which Bunmeibon is representative) with the A text line, which has generally been regarded as the secondary or “abridged” line, with the purpose of establishing that it is rather the A line that retains traces of the original text and of the impulses that led to the Tale’s original formation. ¶ The detailed comments which follow each section of the Bunmeibon translation are intended both to place it within the context of the other ten variants and draw out their possible relationships, and to examine other issues that the section raises in relation to the Tale as a whole. Most of these issues hinge on the question of how Saigyo is depicted. I trace the volatile shifts that occur between the two poles of Saigyo as poet and Saigyo as religious practitioner, how the Tale does and does not attempt to merge the two, and what forms this double Saigyo image takes as the Tale progresses, both inter- and intra-textually. ¶ This question is fundamentally linked with the above question of relationship between the text lines. The scholars who focus their study on Bunmeibon largely assume that the main focus of the Tale is religious in intent. I hope to show that the Tale’s fundamental form in all variants does not reflect this, that much of the religious material found in Bunmeibon and the other B texts is the result of interpolation and reworking, and that it is the early A texts’ more literary focus that contains the likely key to the original impulses behind the Tale’s formation. ¶ Part III draws together the results of my investigation, and situates the Tale within the wider context of the kyogen kigo debate.

University of Macau / Faculty of Social Sciences and Humanities / Department of English

This thesis is a comparative study of two contemporary novels: Christa Wolf's: Cassandra (1983) and Margaret Atwood's The Handmaid's Tale (1985). / Wolf's Cassandra can be interpreted as a utopian projection. It is an expression of Wolf's not so modest proposal: "Literature today ought to be research on peace." / Atwood examines the underside of hope. While describing the present time as alarming, she speculates about the future. Juxtaposing the two novels provides a view of the political and philosophical imagination of the two authors. The cultural critique is esthetically expanded through the perspective of the protagonists. Both novels can be viewed as archeological work from a female perspective, as they attempt to provide a new vision by uncovering the blind spots of our western socio-political history.

L2 teaching has been subjected to •significant changes over the last few years. These changes can mainly be attributed to the fact that more attention has been given to the needs and aims of L2 learners. Agreement has been reached that language is essentially a tool for communication and that the most important need of L2 learners is the need to use the L2 for communicative purposes. Since the implementation of the communicative syllabus for English L2 for std 5, 6 and 7 pupils in 1986, the focus has been on communication. An indisputable link exists between teaching and testing. This implies that, should the overriding aim of a L2 syllabus be communicative competence, then the natural result of this should be the periodic testing of the communicative abilities of the pupils. Communicative teaching has already been explored to a considerable extent. One can assume that the amount of literature available on communicative teaching has resulted in a (positive) change in L2 classrooms. Communicative testing has not been explored sufficiently, however. In fact, there is enough reason to believe that the co-ordination that should exist between L2 teaching and L2 testing is lacking. In this mini-dissertation an attempt has been made to give guidance to L2 teachers in the bridging of the gap that exists between L2 teaching and L2 testing. Test construction has become a specialized field, and L2 teachers should get sufficient training in this field, so as to enable them to measure the progress of their pupils scientifically. In this mini-dissertation the following aspects of testing are discussed: validity, reliability, subjectivity/objectivity, the characteristics of communicative testing, the use of different scales for the evaluation of communicative competence, and techniques that can be applied in the testing of communicative competence. Knowledge of the above-mentioned aspects could lead to more scientific approach to L2 testing and this may help to eliminate the disharmony currently existing between L2.~eaching and L2 testing. It is concluded that communicative language testing in the junior secondary phase is indeed possible if the techniques proposed in this mini-dissertation are followed. / Skripsie (MEd)--PU vir CHO, 1990

L2 teaching has been subjected to •significant changes over the last few years. These changes can mainly be attributed to the fact that more attention has been given to the needs and aims of L2 learners. Agreement has been reached that language is essentially a tool for communication and that the most important need of L2 learners is the need to use the L2 for communicative purposes. Since the implementation of the communicative syllabus for English L2 for std 5, 6 and 7 pupils in 1986, the focus has been on communication. An indisputable link exists between teaching and testing. This implies that, should the overriding aim of a L2 syllabus be communicative competence, then the natural result of this should be the periodic testing of the communicative abilities of the pupils. Communicative teaching has already been explored to a considerable extent. One can assume that the amount of literature available on communicative teaching has resulted in a (positive) change in L2 classrooms. Communicative testing has not been explored sufficiently, however. In fact, there is enough reason to believe that the co-ordination that should exist between L2 teaching and L2 testing is lacking. In this mini-dissertation an attempt has been made to give guidance to L2 teachers in the bridging of the gap that exists between L2 teaching and L2 testing. Test construction has become a specialized field, and L2 teachers should get sufficient training in this field, so as to enable them to measure the progress of their pupils scientifically. In this mini-dissertation the following aspects of testing are discussed: validity, reliability, subjectivity/objectivity, the characteristics of communicative testing, the use of different scales for the evaluation of communicative competence, and techniques that can be applied in the testing of communicative competence. Knowledge of the above-mentioned aspects could lead to more scientific approach to L2 testing and this may help to eliminate the disharmony currently existing between L2.~eaching and L2 testing. It is concluded that communicative language testing in the junior secondary phase is indeed possible if the techniques proposed in this mini-dissertation are followed. / Skripsie (MEd)--PU vir CHO, 1990

In this dissertation it is argued that the European witch trials that took place between 1450 and 1700 have resulted in a legacy of stereotypical themes in Australian children's literature. Those accused of witchcraft were almost always women who were old, without protection, and physically ugly. They were accused of consorting with the devil, making harmful spells, flying through the night on a magic staff and exhibiting malevolent intent towards others. An analysis of this period forms the contextual framework for identifying themes that appear in contemporary Australian children's literature. A survey of twenty-three books, identified as stories about witches, was conducted to ascertain whether the stereotypical witch from the European witch-hunts continues to be characterised in Australian children's literature. The findings suggest that the witch figure in Australian children's literature mirrors the historical evidence from the European witch trials, but has evolved into a more powerful and proactive character than that identified in the historical literature. The characterisation of the witch in the books for older readers is powerful and evil, compared to the witch as a trivial and diminished figure in the books for younger readers. Gender is also a major influence in the characterisation of the witch, with all readers exposed to themes that may influence their expectations regarding the behaviour and role of women. The representation of the witch in the books reinforces the misogyny of the witchcraft era, and weaves patterns of meaning in the texts that construct undesirable female images. Readers of all ages can link these images to the social world beyond the text.