O que ora apresentamos é um questionamento sobre o papel da interpretação na tradução literária e suas implicações para as questões de recepção. Analisamos diversas traduções em língua portuguesa brasileira de The Tell-Tale Heart, um conto do escritor norteamericano Edgar Allan Poe que apresenta obstáculos tidos como intransponíveis na tradução. A partir da análise comparativa entre o texto em inglês e suas respectivas traduções, analisamos as escolhas de palavras dos tradutores e suas soluções para os itens mais complexos do texto, bem como as diferenças de interpretação de itens lexicais simples. Para fins de embasamento teórico, recorremos a postulados críticos e teóricos diversos tais como os da Literatura Comparada, Teoria Literária, teorias de tradução e interpretação. Inicialmente, fazemos uma análise das contribuições de cada uma dessas áreas, para depois partirmos para as análises propriamente ditas. Com isso, tentamos deixar claro que a tradução de uma obra literária pode ser vista como uma manifestação aculturada de seu texto de partida.

This thesis investigates ways in which literature, in this case the novel Letters From the Inside, can be used in teaching English and how it can support personal growth. The teaching is undertaken in the context of reader response, which basically means that readers use their previous knowledge to interact with texts. Langer’s envisionments and Chambers’ Tell me-approach serve as the theoretical framework; both are related to each other and to personal growth. The selection of books is discussed and the importance of choosing a book that is relevant for the pupils is pointed out, as well as the obvious statement that motivation rises when the chosen novel is appreciated by the reader who has affinity with the characters. Conclusions drawn are that personal growth is a wide concept, for which interaction is important, since it may increase the understanding of others. A tolerant and safe classroom environment is necessary, especially if you want pupils to discuss personal and perhaps, subjects that are sensitive to them.

Bullying is a continuing problem for adults with intellectual disabilities who live in group homes and attend adult day training settings together. Many different intervention approaches have been reviewed. Most research in this area focuses on bullying in schools with typically developing children, and therefore, a need for effective behavioral interventions for adults with intellectual disabilities still remains. Previous research has found success in teaching safety skills to a variety of populations using behavioral skills training (BST) and achieving generalization of these skills using in situ training (IST). This study evaluated BST to teach a response to bullying (RtB) to the victims of bullying, with added IST for participants whose skills did not generalize to the natural environment. This study attempted to remove the hypothesized reinforcer of social attention from the perpetrator of bullying. In situ assessments (ISA) were conducted in the natural setting after BST sessions had already occurred. When BST was not sufficient in evoking the correct response during ISA, IST was added for 2 participants and an incentive was added for 1 participant to increase motivation when responding still did not meet completion criteria. However, BST alone was successful in teaching the RtB to two participants, evident by their responses during ISA. The results of this study are consistent with previous BST and IST research.

La thèse « La force du religieux et du politique chez Madonna. Une approche de son expression à partir de ses trois documentaires : Madonna : Truth or Dare, 1991, I’m Going to Tell You a Secret, 2005, I Am Because We Are, 2008 » s'intéresse à la façon dont la culture populaire contemporaine utilise des concepts et des outils originaires des domaines du religieux et du politique pour s'exprimer et exercer son influence dans la société. La longévité de la carrière de la chanteuse Madonna fait de son corpus de travail un lieu privilégié pour saisir et analyser l'emploi de tels concepts depuis les années 1990, et offre ainsi l'occasion de mieux comprendre les formes du contemporain et les enjeux de la culture populaire. / This dissertation deals with the ways in which the contemporary popular culture uses concepts and tools coming from religion and politics in order to exert some influence on our society. The length of American singer Madonna’s career makes her decades-long artistic expression a privileged locus where such concepts can be grasped and analysed, starting in the 1990’s. This provides the opportunity to better understand the means of expression in our contemporary world, together with what is at stake in popular culture.

The role of technology in education has expanded to a near universal reality. In foreign languages the field of Technology-enhanced Language Learning, has long sought to effectively implement instruction with these tools, and often to great success, often through the guise of Computer-assisted Language Learning. However, most studies investigating the student perception of class structures incorporating technology are based on what instructors have implemented. Students, the counterparts of instructors, often own more than one technological tool and will often employ these tools in their studies. For learners of foreign languages, certain aspects of technology are selected for various tasks based on personal beliefs on how effective these modes of technology may be. This study seeks to discover which technologies students of Japanese select, how they employ those tools and if it makes them feel more confident in their studies. This study also seeks to answer how much technology students wish their instructors would use and hopefully inspire foreign language instructors to adopt technology in a way that aligns with student preference.

At least eighteen countries allow transgender personnel to serve openly, but the United States is not among them. In this article, we assess whether US military policies that ban transgender service members are based on medically sound rationales. To do so, we analyze Defense Department regulations and consider a wide range of medical data. Our conclusion is that there is no compelling medical reason for the ban on service by transgender personnel, that the ban is an unnecessary barrier to health care access for transgender personnel, and that medical care for transgender individuals should be managed using the same standards that apply to all others. Removal of the military’s ban on transgender service would improve health outcomes, enable commanders to better care for their troops, and reflect the military’s commitment to providing outstanding medical care for all military personnel.

This study investigates how James Baldwin thought about history and treats his first novel as an important document in extricating his construct of the past. A close reading of the work reveals that it is an examination rather than a symptom of two powerful forces that dominate Baldwin's psychology, his father and his history. James Baldwin felt the individual interpretation of one's experience is just as important as the experience itself. The novel is an informative exposition of how people interpret their experience and how that interpretation affects their psychology. Through Go Tell It on the Mountain Baldwin recreates the personal history he knows little about and is afforded a psychological freedom he would have never known without its completion. This study illuminates how useful fiction is to one's historical conscience and perception. The research exposes how important a sense of history is to the formation of identity.

The focus of this study was a comparison between the perceptions of school culture characteristics as measured by the TELL Tennessee Survey taken by school-based licensed educators in Tennessee and each school’s overall composite TVAAS score. 9 factor variables were discussed in the literature review. This dissertation was a quantitative study of teachers' perceptions of school culture and TVAAS composite scores. A one-way analysis of variance (ANOVA) was conducted to evaluate the relationships among overall school culture as measured by the TELL Tennessee survey and individual effects on TVAAS composite scores. The dependent variable was the response to the TELL Tennessee survey questions by Tennessee licensed school-based educators. The exploratory question that originated from this study was: Is there a significant difference in teacher perceptions in the 9 areas (Community Engagement, Teacher Leadership, School Leadership, Managing Student Conduct, Use of Time, Professional Development, Facilities and Resources, Instructional Practices and Support, and New Teacher Support) measured by the TELL Tennessee Survey among schools that received a 1, 2, 3, 4, or 5 on their overall TVAAS score in 2013? In an attempt to answer this question, means were calculated using the TELL Tennessee survey responses for each of the 9 variables. This purposeful sample represents 164 elementary schools in East Tennessee. An ANOVA test was used to determine if a correlation existed between teacher perceptions in the 9 areas measured by the TELL Tennessee Survey and schools that received a 1, 2, 3, 4, or 5 on their overall TVAAS score in 2013. The results showed no significant difference in the teachers' perceptions of their school’s administrator, culture, and overall composite TVAAS data score. The null hypotheses were retained in all 9 survey areas.

Syftet med studien är att undersöka hur blottlagd exposition (informationsförmedling) i filmdialog påverkar en filmpubliks intresse att se vart en fiktionsberättelse leder. Studien är centrerad runt ett experiment där en testpublik fick lyssna på två för undersökningen producerade dialogscener vari expositionen var blottlagd i den ena och dramatiserad i den andra. Därefter fick testpubliken svara på enkätfrågor som undersökte deras upplevelse av scenerna. Svaren på enkätfrågorna analyserades till sist i samband och jämförelse med konventionell manusteori. Uppsatsens resultat pekar på att dialog med blottlagd exposition till viss del övermättar publikens behov för information och förståelse, vilket förminskar deras intresse att se vart en fiktionsberättelse leder. Resultaten visade dock även att brister i förståelse, trots att de kan öka intresse, förhindrar publikens förmåga att engagera sig i en fiktionsberättelse.

Ce mémoire a pour but principal de mieux -faire connaître certains artefacts en pierre du Ille millénaire en Mésopotamie. Un profil général en a été tracé à partir de l'analyse d'objets provenant de huit sites mésopotamiens. Un chapitre est consacré à l'étude du matériau et des techniques de fabrication des objets. Ensuite, le matériel lithique provenant du site de tell Atij (campagne 1986) a été étudié en détail. En conclusion, les résultats obtenus sur ce site ont été mis en parallèle avec le profil général établi précédemment. Par l'application d'une méthode assistée par ordinateur, je crois avoir été en mesure, malgré les informations lacunaires dont je disposais, de relever les caractéristiques propres à ces objets. / Québec Université Laval, Bibliothèque 2013