187 research outputs found
Implied Author, Overall Consideration, and Subtext of "Desiree's Baby"
No full textThis essay explores how to infer from a text the image of the implied author. It examines Kate Chopin's "Desiree's Baby" (1893), which has been widely regarded as an indictment of racism but which an "overall consideration" of the implied author's choices will lead us to see as a racist text. Through the interaction of various details in the text, the implied author suggests three racist dichotomies: (1) white characters' nondiscrimination versus black characters' discrimination, (2) positive slavery under white masters versus negative slavery under a black master, and (3) superior whites versus inferior blacks. This implied racist stance reflects the historical context of Chopin's personal experiences, but it contrasts with the quite different racial stances of the implied authors of some other Chopin narratives with different thematic designs. The complexity of the narratives under the name "Kate Chopin" offers an opportunity not only to gain a better understanding of the concept of implied author but also to clarify the relations (connections as well as disparities) among textual, intertextual, and extratextual evidence in literary interpretation in general.LiteratureA&HCI4ARTICLE2285-3113
Rhetorical features and disciplinary cultures : a genre-based study of academic book reviews in linguistics, chemistry, and economics
No full textTese (doutorado) - Universidade Federal de Santa Catarina, Centro de Comunicação e ExpressãoInvestigação das conexões existentes entre retórica e discursos disciplinares, através da análise textual de cento e oitenta resenhas acadêmicas em inglês em lingüística, economia e química, e de entrevistas com editores de resenhas de revistas acadêmicas internacionais em cada área. Exame das diferenças e semelhanças existentes entre os movimentos retóricos e os termos de elogio e crítica comumente empregados por resenhadores em cada disciplina para avaliar e descrever novas publicações. As regularidades de função, conteúdo e forma da informação podem definir a existência de um mesmo gênero textual. As variações específicas em cada disciplina sugerem a necessidade de se desenvolver programas de ensino de línguas para fins acadêmicos que explorem as características macroestruturais de gêneros textuais, sem deixar de considerar as idiossincrasias das práticas discursivas em cada disciplina. Concluiu-se que a apropriação de um mesmo gênero textual responde à organização epistemológica da área de conhecimento específica, evidenciando-se assim as conexões entre texto e contexto de produção. A exploração da diversidade de valores e recortes epistemológicos das culturas disciplinares pode contribuir para a formação de leitores e escritores mais críticos em relação às práticas discursivas encontradas em textos acadêmicos em suas respectivas disciplinas
Soundscape and sense of presence in the VR experience of Madame Pirate: Becoming a legend
No full textThis article proposes a phenomenological and critical analysis of the film, Madame Pirate: Becoming a Legend, written and directed by Morgan Ommer and Huang Dan-Chi (Taiwan: Serendipity Films 綺影映畫, 2022, VR360, 17 min), with the goal of encouraging more comparative analyses of narrative paradigms expressed through virtual reality. Particular attention will be paid to the sound aspect in Madame Pirate, which is foundational in establishing a sense of presence for the viewer. Following a discussion of theoretical framing for virtual reality production, the author presents an experiential report of her experience of Madame Pirate, focusing on how sound influences the sense of presence, directs the viewer’s gaze, and steers the narrative
Brownsville and Savage Rapids dam removal effectiveness monitoring
No full textprepared by: Desiree Tullos, Ph.D., PE.This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (pages 31-33).OWEB #208-931Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Non c’è pace tra gli ulivi. La sperimentazione inesausta del diritto penale dell’impresa e dell’economia. Spunti per un Confronto di idee
No full textL’Autore propone alcuni temi per un Confronto di idee in relazione al diritto dell’impresa e dell’economia, divenuto un “laboratorio” sperimentale a ciclo continuo delle riforme in ambito penale. Accanto alle fattispecie di nuovo conio ed alla modifica di quelle previgenti, viene dilatata l’estensione delle misure ablative e della responsabilità degli enti, mentre si confermano le strategie di contrasto alla corruzione e la necessità di individuazione anticipata dello stato di crisi delle imprese, nella cornice degli obiettivi connessi ai paradigmi dello sviluppo sostenibileThe author suggests a comparison of ideas in relation to business and economic law, which has become a continuous cycle experimental "laboratory" of reforms in the penal field. Alongside the newly minted cases and the alteration of the former ones, the extension of ablative measures and the prosecution and punishment of corporate Criminality is being expanded, while the strategies to combat corruption and the need for early identification of the state of corporate crisis are confirmed, in the frame of the sustainable development
Though I Am Gone (Wo sui siqu) del regista Hu Jie: una riflessione preliminare sul documentario personale in Cina
No full textThe paper focuses on the analysis of the family archival footage featured in the documentary Wo sui siqu (Though I Am Gone, DVD, 66 min, 2007) by Hu Jie, a 1958-born author and filmmaker known in China and abroad for focusing his works on the light and shades of the
individual and collective history of the Chinese people. The first part of the manuscript is about the definition of found footage itself to systematize the plural aesthetic dimensions created by the use of “recycled images” and clarify what is meant when we discuss documentaries based on archival material. I will then place Though I Am
Gone in one of the proposed aesthetic and theoretical macro-categories:
personal cinema. I will highlight how it is precisely the reuse of archival material that suggests an experience of a new past, and not the re-presentation in the present of a past event. Specifically, I aim to reflect on the narrative strategies implemented by Hu Jie to communicate memorial events, questioning how the experience of Though I Am Gone operates in the re-creation of memory and its transmission, in the hope of contributing to academic research on contemporary Chinese documentary cinema, the culture of remembrance, and the use of new
technologies in today’s China
Correction: Sirpal et al. Association between Opioid Dependence and Scale Free Fractal Brain Activity: An EEG Study. Fractal Fract. 2023, 7, 659
No full textDesiree R. Azizoddin PsyD from the TSET Health Promotion Research Center, Stephenson Cancer Center at the University of Oklahoma Health Sciences Center, USA, was not included as an author in the original publication [...
Teaching and Learning Critical Reading with Transnational Texts at a Mexican University: An Emergentist Cast Study.
No full textThis dissertation project examines the implementation of a critical reading intervention in a Mexican university, and the emergence of target critical reading processes in Mexican college-level EFL readers. It uses a Complexity Theory-inspired, qualitative methodology. Orienting the selection and design of materials is a deep view of culture that focuses on competing ideologies as a site of cultural production. Also orienting the pedagogical design is a goal to enable readers to infer aspects of a text‘s social and ideological context from deep examinations of its linguistic patterns and rhetorical strategies. The metalanguage and analytic procedures of Appraisal Theory (a subset of Systemic Functional Linguistics), Burkean rhetoric, and Toulmin analysis were used to design activities and discourse organizers aimed at promoting rhetorical inferences and ideological critique. Adapted versions of these concepts and analytic procedures were taught to students. The study focused on investigating the emergence of the target interpretive processes in the student population as well as identifying factors underlying observable student reading practices. Results from these analyses were used to inform the theorizations of learning and instruction underpinning the intervention. Findings show that previous, non-target genre and rhetorical knowledge strongly influenced some students‘ initial implausible interpretations of authorial attitude and audience. However, the intervention was successful in helping students to produce plausible interpretations. Genre and rhetorical knowledge thus emerged as important elements of the theorizations of learning needs and outcomes, which led to modifications in the underlying instructional theory. Students learned to use the metalanguage of Appraisal analysis and reported that it was helpful in improving comprehension. Unexpectedly, students reported the emergence of an awareness of the need to monitor their comprehension. They also showed and reported increased ability to build richer, more plausible representations of texts in general after doing Appraisal analysis. Some students also reported internalizing the learned analytic procedures and applying them to other genres. These results have implications for L1 and L2 reading pedagogy and contribute to understanding the processes involved in making rhetorical inferences and resisting ideology.PhDEnglish & EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/86301/1/moisesd_1.pd
Entre fatos e hipóteses: modalização em notícias de popularização científica como recurso de assertividade
No full textAn investigation of factors that influence Black suburban enrollment in honors and advanced classes
No full textResearch has demonstrated that there is a Black-White academic achievement gap across the United States. This academic achievement gap is evident in college graduation rates, standardized test scores, and enrollment in high school honors and advanced placement classes. In racially diverse suburban public high schools, Blacks students are vastly under-represented in honors and advanced classes. To better understand this aspect of the Black-White academic achievement gap, this exploratory study examined factors that may influence students’ decisions regarding course enrollment. A mixed methods case study was conducted at a racially mixed suburban high school that examined students’ academic self-concepts, experiences with ability grouping and perceptions of the honors classes. It also explored how these and other factors may be associated with their decisions to enroll or not enroll in honors and advanced classes. Specifically, this study explored the possibility that Black student reluctance to enroll in honors and/or advanced classes may be related to diminished academic self-concept resulting from their perceptions and experiences related to ability grouping, also known as tracking. This study revealed that ability grouping has been used to develop a caste system in racially diverse suburban schools that undermines the academic achievement of students of color. The findings demonstrate that although students can possess strong academic self-concepts they are often unable to overcome the barriers to academic achievement that are inherent in the practice of ability grouping.Ph.D.Includes bibliographical referencesby Desiree James-Barbe
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