It is often noted that Deuteronomy 28 seems to parallel portions of a Neo-Assyrian treaty, 'The Succession Treaty of Esarhaddon', known as EST. However, while there are undeniably points of similarity between Deuteronomy 28 and EST, affinities to Deuteronomy 28 may also be found in curses from Old Aramaic epigraphs of the first-millennium. In this thesis I consider the relationship of Deuteronomy 28 to the curse traditions of the ancient Near East. I argue that the crux of the issue is the linguistic means of the transmission of these ancient Near Eastern curse traditions to Deuteronomy. Consideration of this is then the prerequisite to a study of the cultural means of transmission: treatments of this problem must encompass a far broader range of materials than hitherto considered, including the Old Aramaic inscriptions. My primary aim in this context is to ascertain whether we may characterize the relation of all these texts to Deuteronomy as one of influence or of intertextuality - terminological categories which I introduce in order to clarify the exact nature of the problem with more precision than that of previous studies. Ultimately it will be found that Deuteronomy 28 reflects a complex interplay between Mesopotamian and Levantine traditions, against previous interpreters who had referred Deuteronomy 28 to an exclusively Mesopotamian horizon. Nevertheless, we cannot consider this interplay to have stemmed from the influence of any one Old Aramaic or Mesopotamian text such as EST in terms of a direct literary connection. Rather, as putative Aramaic vectors of mediation must be posited between the Mesopotamian tradition and Deuteronomy due to the linguistic competence of Judaean scribes in the late monarchic period, this must be understood as a relationship of intertextuality. While the specific literary (or ritual) Vorlage is thus unreconstructable in terms of the documentary evidence, we can nevertheless hypothesize what the Northwest Semitic curse tradition from which this Vorlage was a part may have looked like, based upon the textual traditions to which we do have access - and this tradition is reflected in Deuteronomy 28.

This first history of the western liturgy, was written c.842 by Walahfrid Strabo, a cleric from southern Germany. It was probably written to be used in the monastery on the island of Reichenau on Lake Constance (where Walahfrid was abbot from 838-849) as a teaching text for priests who would minister to rural parishes. Often cited but never studied in depth, this is the first translation of the entire text. In the commentary I have attempted to demonstrate that in the middle of the ninth century an intelligent liturgist can give us an accurate and realistic contemporary picture of ecclesiastical and liturgical matters. But unusually Walahfrid presents his material in an evolutionary perspective and with precise citations of his sources, rather in the manner of a modern historian, not in the simple expository or allegorical forms which were more typical of the period. The first part of the libellus examines various features of church buildings per se, such as altars, vocabulary for many architectural features, the use of pictures and images, and the dedication of churches. The second and longer section of De exordiis is a detailed examination of various liturgical aspects of public ceremonies conducted in both churches and monasteries. One of Walahfrid's major concerns in the second half of the libellus is to present the history of the Eucharistic liturgy, with specific references to topics such as fasting, frequency of communion, and the arrangement of the sections of the Mass; another is the origins of certain liturgical actions in baptism, an area which the Carolingians saw in a legislative context, the result of Charlemagne's educational reforms for the clergy, and the proliferation of Christianity throughout the Frankish empire; a third is the development of hymnography, the collection of chants or songs that are neither canonical psalms nor biblical canticles, but enter into the celebration of the liturgy, especially the Liturgy of the Hours (hymns, antiphons, responses, etc.). My comments put Walahfrid's remarks into the wider context of Christian literature, from early Patristic texts up to the innovatory writings of the Carolingian era when the liturgy was in a state of flux, and for monk, priest, scribe, musician, bishop and emperor participation in its development was a lively issue. The detailed examinations of Walahfrid's sources, theological, historical, legislative and literary, are crucial evidence for the transmission of texts and their availability to scholars in the mid-ninth century. I have demonstrated where Walahfrid is in error as a result of the texts he has used or lack of them, where he agrees with modern literature, and where he is the only source. Where it is liturgically relevant, Walahfrid's vocabulary is discussed with reference to both Patristic and Carolingian literature. His use of Greek and Old High German, although well worth intensive study, has not been subjected to detailed analysis in this thesis.

Thesis (MA (Afrikaans and Dutch))--University of Stellenbosch, 2009. / The aim of this study is to examine the rise of Afrikaans rock music and the literary status of Afrikaans rock lyrics, with Fokofpolisiekar as example. An investigation is done into how the specific sociopolitical context within which Afrikaans rock music developed manifests in lyrics and musical style. The implications of Afrikaans rock with regards to the identity of Afrikaner youth in the new millennium are also explored. A case study of the Afrikaans punk rock group Fokofpolisiekar is done by way of demonstration of this interdisciplinary and contextual investigation. Not only the formation and impact of the group are examined, but a considerable section of the thesis is dedicated to the analysis and interpretation of this group’s lyrics, which are viewed and explored from a literary point of view. In this process certain questions regarding the position of lyrics in the Afrikaans literary system comes under scrutiny. The analysis and interpretation of the lyrics of Fokofpolisiekar are therefore aimed towards examining the literary status of this group’s lyrics. It will be proved that the sociopolitical context within which Fokofpolisiekar’s lyrics came to be formulated, impacted on the character and themes thereof. The thematic struggle with issues like liberation (redemption) and identity in the lyrics are shown to bear relation to the sociopolitical context of the Afrikaner youth after the Afrikaner’s loss of power in 1994 and the postmodern condition at the turn of the millennium. This postmodern condition is characterized by the continuing fragmentation of identity. The conclusion is made that Afrikaans popular music sets up a space within which new ideas with regards to ‘truths’ of identity can be formulated. In other words, the punk rock music of Fokofpolisiekar offers an opportunity for the re-articulation of Afrikaner identity. By incorporating the polysistem theory (and other relevant theories) in investigating the creation and reception of Fokofpolisiekar’s lyrics, it is shown that the Afrikaans literary system holds a place for Afrikaans lyrics. Although similar, lyrics should not be regarded as synonymous to poetry. Seeing that the creation and reception thereof differs from that of other literary forms, I argue that lyrics are lyrics and should be regarded as such in order for it to come to its full right in literary study.

The main focus of hip hop music is on the beats and the lyrics. Hip hop lyrics. performed as 'rap' (fast poetic rhymes) address topics such as self-portrayal, roots, life, location, time and space. From its beginnings, hip hop music in KwaZulu-Natal has been bilingual with artists performing in isiZulu and English. In addition, expressions from isiTsotsi or other forms of youth language are used in performances as well as on records and mixtapes. Therefore, hip hop music from KwaZulu-Natal offers excellent material for the analysis of the relation between language choice and construction of identity amongst urban youth. This treatise investigates this matter, taking the question of ethnicity in post-apartheid South Africa into account. Five artists who rap and perform predominantly in isiZulu provide their lyrics for the sociolinguistic analysis which takes a close look at the content and translatability of each text. Certain topics addressed in hip hop lyrics in isiZulu are languagespecific and seem to be (almost) untranslatable. These topics may be related to cultural concepts and 'common knowledge' which are based in Zulu traditions. Moreover, the analysis of the lyrics shows that isiZulu-speaking hip hop artists from KwaZulu-Natal who rap in their mother tongue merge common hip hop themes with traditional concepts of Zulu culture. / Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2007.

This thesis traces the afterlife of the Romance of the Rose in fourteenth-century England. Whether it was closely imitated or only faintly recalled, I argue that the Rose exercised its influence on fourteenth-century English literature in two principal ways. Firstly, in the development of a self-reflexive focus on how meaning is produced and transmitted. Secondly, in a concern with how far the author's intentions can be recovered from a work, and to what extent the author must claim some responsibility for the meaning of a text after its release into the world of readers. In the Rose, many of these issues are presented through the lens of a disordered erotic desire, and questions of licit and illicit textual and sexual pleasures loom large in the later responses. My investigation focuses on four English writers: William Langland, John Gower, the Gawain-Poet, and Geoffrey Chaucer. In my final chapter I suggest that the Rose ceased to be a generative force in English literature in the fifteenth century, and I try to offer some explanations as to why. In examining the influence of the Rose in England I am not trying to suggest a linear transmission of cultural dominance, but rather a complex and plural process of interaction that expands to include texts that both antedate and post-date the Rose - especially Neoplatonic allegories and Ovid, on the one hand, and, on the other, Deguileville and Machaut. The individual English writers I look at are not seen as having a single and stable attitude towards the Rose; instead, I argue, the Rose emerges as a way of thinking about the interaction between texts, how meaning is produced, and how authorial ownership is claimed or refused. Using not only literary evidence but also detailed archival research into the manuscript circulation of the Rose, I question the usefulness of 'English' and 'French' as critical categories for the study of late-medieval literature, and attempt to show that, for a certain kind of literary activity, the Rose occupied a central position in England: not a stable foundation of cultural authority, but a realm of self-questioning subversion and instability.

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Science Teaching in Brazil has been increasingly acknowledged as a research field and has also been seeking for alternatives to improve scientific education in all levels. One of the research fields is the incorporation of History and Philosophy of Science (HFC) in education, which has received significant attention by government guidelines and researchers in the field. This work presents the results obtained by the implementation of a HFC related didactic module with undergraduate students from UFSM s course of Physics. The purpose of this work was to evaluate the use of Scientists Original Texts (TOC) and History of Scientific Ideas Texts (THIC) in Science Teaching, more specifically in Physics Teaching. In order to subsidize the elaboration of the module, we performed a research in the field magazines and events, trying to ascertain to what extent these publications concern class works and which are the resources used. The results were classified in classroom approaches or HFC subsidies. The results show that there is a low number of classroom approaches, and the main resources for HFC use in the classroom are texts. The results also show that there are almost no reports of the use of TOC and THIC in undergraduate courses. Optics was the chosen theme and conceptual aspects, nature of science aspects and the aspects concerning the requirements of teacher formation were considered. The results, obtained by the application of questionnaires during the length of classes, have indicated an advancement concerning students conceptions about science. They also have indicated that few students succeeded in using the discussions about Optics conceptual contents in the questions proposed. According to the research analysis, there was great acceptance about the texts, especially the ones concerning THIC. Based on the results, we propose didactic module changes and other possible research developments. / O Ensino de Ciências no Brasil tem se afirmado cada vez mais como campo de pesquisa e buscado incorporar os resultados das pesquisas ao longo dos anos para melhorar a educação científica em todos os níveis de Ensino. Uma das linhas de trabalho diz respeito à incorporação de História e Filosofia da Ciência (HFC) ao Ensino das Ciências, que tem ganhado significativa atenção por parte das orientações governamentais e também dos pesquisadores da área. O presente trabalho apresenta os resultados obtidos com a implementação de um módulo didático relacionado à HFC com alunos do curso de Licenciatura em Física da UFSM. O objetivo do trabalho foi avaliar a utilização de Textos Originais de Cientistas (TOC) e Textos sobre a História das Ideias da Ciência (THIC) no Ensino de Ciências, nesse caso, mais especificamente no Ensino de Física. Visando subsidiar a elaboração do módulo foi realizada uma pesquisa em periódicos e eventos da área que buscou verificar em que medida essas publicações contemplam o trabalho em sala de aula e quais são os recursos empregados para este trabalho. Esses resultados, que foram classificados em propostas para a sala de aula ou subsídios ao trabalho com HFC, mostraram que é reduzido o número de propostas para sala de aula sendo que os principais recursos utilizados no trabalho com HFC em sala de aula são textos. Os resultados também indicaram que praticamente não há relatos de utilização de TOC e THIC no Ensino Superior. O tema escolhido foi ótica e a proposta procurou associar aspectos conceituais desse assunto, aspectos sobre a natureza da ciência e aspectos relativos às necessidades formativas de professores. Os resultados, obtidos por meio da análise de questionários aplicados durante a execução das aulas indicaram um avanço em relação às concepções dos alunos sobre a Ciência. Também indicaram que poucos alunos conseguiram utilizar as discussões sobre os conteúdos conceituais de ótica nas questões propostas. Da análise realizada do trabalho desenvolvido constata-se uma grande aceitação dos alunos, principalmente em relação aos THIC. A partir dos resultados obtidos são propostas modificações no módulo didático e outros possíveis desdobramentos da pesquisa.

In this article I examine as mediations of urban experience poems written by Koos du Plessis. a contemporary Afrikaans poet. together with their musical rendition by Johannes Kerkorrel. a singer and musician from the Afrikaans altemative music scene and former member of Die Gereformeerde Blues Band. The poetry was initially published with musical arrangements in the volume Kinders van die Wind : En Ander Lirieke (1981) . In order to use this material in an article produced as part of an English study . I have translated the poetry into English . The translation (in linguistic and performative terms) of these poems has the dual effect of rendering them more appropriately for this study, and making them accessible to a wider audience. I am concemed with the way poems written by a poet from an earlier decade (the 1980s) interpret and mediate an urban identity and. further. with the fact that performance not only gives them a new lease of life. but also transforms them into works which have meaning and appeal for a more contemporary, broader audience. The fundamental issues addressed in this poetry , namely a response to and a negotiation of urban (South African) experience. continue to speak compellingly today. / Thesis (M.A.)-University of Natal, Durban, 2002.

Text in Afrikaans / Die doel van hierdie studie is om op die liedtekste van die kunstenaars, Bok van Blerk, Fokofpolisiekar, The Buckfever Underground (en Toast Coetzer) en Karen Zoid te fokus en om te bepaal wat hulle funksie in die eietydse Afrikaanse kultuurlandskap is, en wat hulle rol in die definiëring van kulturele identiteit is. In hierdie studie sal daar ook klem gelê word op die sosiopolitieke faktore wat tot die opbloei van die Afrikaanse musiekbedryf gelei het. Deur die analise van dié kunstenaars se lirieke, sal ek vasstel of hulle wel betekenisvolle werk van literêre gehalte lewer. Ek het spesifiek hierdie musikante gekies omdat hulle jong eietydse musikante is. / The purpose of this study is to focus on the song texts of artists, Karen Zoid, Fokofpolisiekar, The Buckfever Underground (and Toast Coetzer) and Bok van Blerk and to determine their function in today’s cultural reality, and whether these musicians and their music have an influence on today’s youth and their search for a Cultural Identity. This study will also focus on the socio-political factors that led to the rise of the Afrikaans Music Industry. By analyzing these artists’ lyrics, I want to determine whether they are significant works of literary quality. These musicians were chosen because they are regarded as young contemporary musicians. / Afrikaans & Theory of Literature / M.A. (Afrikaans)

Text in Afrikaans / Die doel van hierdie studie is om op die liedtekste van die kunstenaars, Bok van Blerk, Fokofpolisiekar, The Buckfever Underground (en Toast Coetzer) en Karen Zoid te fokus en om te bepaal wat hulle funksie in die eietydse Afrikaanse kultuurlandskap is, en wat hulle rol in die definiëring van kulturele identiteit is. In hierdie studie sal daar ook klem gelê word op die sosiopolitieke faktore wat tot die opbloei van die Afrikaanse musiekbedryf gelei het. Deur die analise van dié kunstenaars se lirieke, sal ek vasstel of hulle wel betekenisvolle werk van literêre gehalte lewer. Ek het spesifiek hierdie musikante gekies omdat hulle jong eietydse musikante is. / The purpose of this study is to focus on the song texts of artists, Karen Zoid, Fokofpolisiekar, The Buckfever Underground (and Toast Coetzer) and Bok van Blerk and to determine their function in today’s cultural reality, and whether these musicians and their music have an influence on today’s youth and their search for a Cultural Identity. This study will also focus on the socio-political factors that led to the rise of the Afrikaans Music Industry. By analyzing these artists’ lyrics, I want to determine whether they are significant works of literary quality. These musicians were chosen because they are regarded as young contemporary musicians. / Afrikaans and Theory of Literature / M.A. (Afrikaans)

Made available in DSpace on 2014-12-17T15:05:05Z (GMT). No. of bitstreams: 1 GiovanninniLFB_DISSERT_pag_1_a_118.pdf: 7226413 bytes, checksum: dc94a6ed83c5371cec55bbc2522ef23a (MD5) Previous issue date: 2014-05-26 / The use of the History and the Philosophy of Science (HPS) for the teaching of science and scientific subjects has been advocated in recent decades. It has been pointed out that the History of Science could make for a deeper learning of scientific concepts, since it would promote a contact with the problems which that knowledge has set out to solve. Furthermore, historical episodes would serve to put the discussions about the nature of scientific knowledge into context. With a view to explore those potentialities, the literature in the field has sought to identify the challenges and obstacles for the didactic transposition of subjects from the History of Science. Amongst many aspects, the deficiencies in the training of teachers, so that they can work with the insertion of HPS in the classroom have been highlighted. Another aspect that has been mentioned to be a challenge has to do with the didactic transposition of the Primary Sources, that is, of the original texts on the History of Science. The Primary Sources have significant potentialities: making a connection possible between scientists and concepts, showing the difficulties faced during scientific endeavors, perceiving the role of mistakes as obstacles to be surpassed, not as defeat, etc. On the other hand, there has been little exploration of these concepts in an educational context, due to their own peculiarities. The original texts are often hard to understand and their interpretation demands knowledge of the historical and scientific context in which they were written, as well as skills pertaining to the conduction of research in the field of the History of Science. With this scenario in mind, the research towards this Professional MSc degree starts from the challenge of elaborating and discussing proposals which could enable the didactical transposition of the Primary Sources. We have worked specifically with Primary Sources on the History of the Vacuum and of the Atmospheric Pressure, because of the insertion of these subjects in the Brazilian High School curriculum, in connection with the didactical textbooks. "Historic Journals" were made up from clippings of the original historical texts, as was a Didactical Unit, which takes the usual textbooks as a basis and contemplates using the Journals and the entire Primary Sources in High School. At last, we have elaborated and implemented a course designed for the preparation of teachers and for being an opportunity for the discussion of the feasibility of putting these kinds of proposal into practice / Tem-se advogado nas ?ltimas d?cadas a respeito da utiliza??o da Hist?ria e Filosofia da Ci?ncia para o ensino de conte?dos cient?ficos e sobre a ci?ncia. Aponta-se que a Hist?ria da Ci?ncia poderia possibilitar um aprendizado mais aprofundado dos conceitos cient?ficos, uma vez que permitiria o contato com os problemas a que esses conhecimentos buscaram resolver. Os epis?dios hist?ricos serviriam, ainda, como contextualiza??o para discuss?es a respeito da natureza do conhecimento cient?fico. Tendo em vista o interesse em explorar essas potencialidades, a literatura da ?rea tem buscado identificar os desafios e obst?culos da transposi??o did?tica da Hist?ria da Ci?ncia. Dentre muitos aspectos, as lacunas na forma??o dos professores para atuar na inser??o da HFC no Ensino t?m sido apontadas. Outro aspecto citado como desafio diz respeito ? dificuldade da transposi??o did?tica das Fontes Prim?rias, isto ?, dos textos originais da Hist?ria da Ci?ncia. As Fontes Prim?rias teriam potencialidades significativas: viabiliza??o da conex?o dos conceitos com os cientistas, visualiza??o do caminho ?rduo do empreendimento cient?fico, percep??o do o papel do erro como obst?culo a ser superado e n?o como derrota, etc. Por outro lado, esses recursos seriam ainda pouco explorados no contexto educacional devido ?s suas pr?prias peculiaridades. Os textos originais costumam ser de dif?cil leitura e sua interpreta??o requer conhecimentos a respeito do contexto hist?rico e cient?fico em que foram elaborados, bem como habilidades inerentes ? pesquisa em Hist?ria da Ci?ncia. Frente a esse cen?rio, o presente Trabalho de Conclus?o deste Mestrado Profissional parte do desafio de atuar na elabora??o e discuss?o de propostas visando a transposi??o did?tica de Fontes Prim?rias. Especificamente, trabalhou-se com Fontes Prim?rias da Hist?ria do V?cuo e da Press?o Atmosf?rica tendo em vista a sua inser??o no Ensino M?dio de forma articulada aos livros did?ticos. Foram elaborados Jornais Hist?ricos a partir de recortes dos textos hist?ricos originais, bem como uma Unidade Did?tica, que parte do material did?tico usual e contempla a utiliza??o dos Jornais e Fontes Prim?rias completas no Ensino M?dio. Elaborou-se e implementou-se, por fim, um curso voltado ? instrumenta??o de professores como espa?o de discuss?o sobre a utiliza??o desse tipo de proposta