Tragicall Historie and Phantasticall Trifles: On Evaluation of the Book in Sixteenth-Century Translators’ Paratexts

Tässä tutkielmassa tarkastelen kirjoihin ja kirjallisuuteen kohdistuvaa arvottavaa kieltä 1500-luvun Britanniassa. Tutkielman tavoitteena on selvittää, millaisia positiivisia ja negatiivisia evaluaatioita esiintyy kääntäjien parateksteissä ja mitä nämä ilmaukset kertovat kirjan arvostuksesta aikalaisyhteiskunnassa. Genetten mukaan paratekstien tarkoitus on paitsi antaa lukijalle informaatiota tekstistä, myös ohjata teoksen luentaa ja vaikuttaa tekstin tarjoaman tulkinnan vastaanottoon. Tutkielman materiaalina käytettyjä kuuttatoista paratekstiä, tarkemmin sanottuna prologia tai dedikaatiota, on lähestytty lähiluennan kautta. Luennassa keskityttiin ilmauksiin, joilla tuodaan esiin kirjoihin ja kirjallisuuteen liittyviä asenteita ja arvotuksia. Näin kerätyt evaluoivat ilmaukset analysoin Martinin ja Whiten kehittämän, systeemis-funktionaalisen kieliopin tutkimusperinteestä syntyneen Appraisal Framework-mallin avulla. Tämän teoreettisen viitekehyksen etuna on leksikaalinen lähestymistapa, joka verrattuna muihin arvottavaa kieltä pääasiallisesti kieliopillisista näkökulmista kartoittaviin teorioihin kattaa suuremaan esiintymäkentän. Analyysin alussa materiaalin evaluaatiota käsittelevät ilmaukset jaetaan kahteen ryhmään: kirjaa arvottavat sekä kirjan tekijöitä ja taustahahmoja, tavallisesti kirjailijaa ja kääntäjää, arvottavat ilmaukset. Tutkimuksen perusteella voidaan todeta että kirjaa ja kirjailijaa arvottavista ilmauksista tyypillisimpiä ovat paratekstin genrevaatimusten sanelemat positiivisen evaluaation ilmaukset. Kirjaa evaluoidaan muun muassa tyylin, sisällön ja tekstin vaikutusten osalta. Käännöstä ja kääntäjää evaluoivien ilmausten havaittiin muodostavan oman ryhmänsä, jossa tyypillisin evaluoiva ilmaus on eksplisiittisen kielteinen, mutta jossa myös esiintyy positiivisia ilmauksia. Käännökseen ja kääntäjään kohdistuvaa positiivista evaluaatiota esiintyy implisiittisessä, ideationaaliseen viestiin nojaavassa diskurssissa. Lukijalle tarjotaan kahta eri evaluatiivista viestiä. Tästä johtuen tutkielmassa katsotaan, että kirjaan kohdistuva evaluaatio on olevan pääasiallisesti epäluotettavaa, ja että hedelmällisimmät tulokset tutkiessa aikalaiskäsityksiä kirjallisuudesta on löydettävissä implisiittisistä- sekä kiertoilmauksista.

Self-directed learning, lifelong learning and transformative learning in the Society for Creative Anachronism

This study examines the connection between leisure group participation and learning activities undertaken by participants in the Society for Creative Anachronism (SCA), a medieval recreationist group. The thesis of this connection was developed through the researcher's observations during SCA participation. The intent of this study is to understand adult learning from the self-directed learning, lifelong learning, and -transformative learning components derived from participant's SCA experiences. This qualitative study was conducted by interviewing eight active SCA participants, two in each participation theme of historical research, artistic representation, performance, and martial skills. Informants' responses demonstrated an integration of their leisure activity with learning. The contextualization of learning a s both a primary activity and a necessary support to participation, places learning a t the heart of participants' SCA related activities. The positive descriptions of learning activities, descriptive terms of ownership, and situating learning as an enjoyable activity engaged for the pleasure of the experience, provides adult educators with a fascinating glimpse of willing and engaged adult learners pursuing lifelong learning outside of the traditional educational structure. Two themes emerged during the interviews. First, bonding with others provided the motivation to continue their activities. Secondly, a feeling of commitment and helonging defined their enjoyment and satisfaction with SCA participation. The clear implications are that adult educators can create effective learning communities by developing educational structures that engage adult learners wi th meaningful social interaction.

Two discourses, delivered to the Second Presbyterian Society in Newburyport, August 20, 1812, the day recommended by the President of the United States, for national humiliation and prayer

Printed by W.R. and H. G. Allen

Gender and Genre in 21st Century Visions of Sherlock Holmes

Sherlock Holmes has been one of the most-adapted characters in literature since his first appearance in A Study in Scarlet in Beeton's Christmas Annual in 1887. Each new adaptation must offer innovations that bring freshness and contemporary appeal to time-worn stories and concepts or risk irrelevancy; analyzing these changes closely sheds light on shifts in societal constructs. Taking this as a starting point, this thesis examines Sherlock and Elementary from a perspective of feminism and queer theory via methods of discourse and genre analyses, with texts ranging from 1931 to the present as objects of comparison. The research illuminates constructions of masculinity as they have changed over time, particularly the movement from an orderly, stable, rational construction of hegemonic masculinity to one that is chaotic, often violent, and anti-heroic in at least some aspects while still being invested in the status quo.

Instagram, Social Media, and the "Like": Exploring Virtual Identity's Role in 21st Century Students' New Socialization Experience

Personal technologies and social media use have changed the socialization experience of our 21st century learners. As learners have a new, embodied, virtual identity that is an omnipresent force within their social interactions, this study sought to examine how virtual identity influences student relationships both within and outside of a school context. This study also explored how personal technologies and social media use have influenced learners’ perceptions of their own 21st century learning. Using a qualitative inquiry, purposeful sampling was employed to recruit 6 participants between the ages of 15 to 19 to examine their social networking site use and education experience. Data were collected from single, one-on-one semi-structured interviews in which participants discussed their experiences using social media. Data were also collected from the teens’ personal Instagram accounts, and a personal reflexive researcher’s journal was kept for triangulation of data. Open and axial coding strategies alongside constant comparative methods were used to analyze data. Participants shared how they and their peers use social media, the pressures and expectations from other users, social media’s influence on peer relationships, and how social media influences their choices in the physical realm. All 6 participants explained that their teachers do not talk to them about their social media use, and even offered critiques of the school system itself and its inability to prepare students for the new realities of a digital world. This study concludes that while social media is very influential on students’ socialization, educators should be more concerned about the lack of guidance and support that students receive in school in terms of appropriate social media use and the navigation of virtual identity.

Three essays on metamorphoses of social capital and associational culture in Eastern Europe

Ce triptyque d’essais présente le caractère versatile et évasif du concept moderne de capital social à plusieurs niveaux – global, national et régional, ainsi que dans le présent et dans le passé. Le premier article conteste l’hypothèse prédominante selon laquelle il y a une cohabitation entre l’engagement civique et la démocratie. Malgré sa validité au niveau général, la relation n’est pas confirmée si les catégories hétérogènes sont désagrégées. Pour les pays post-communistes de l'Europe, la relation entre le type de régime et la tendance de s'associer ressemble à celle des démocraties latines consolidées si la participation dans les associations volontaires est choisie comme mesure de la vitalité du capital social. Par conséquent, la vie civique moins intense ne prédit pas de difficultés pour la démocratie. Le deuxième article est une compilation originale de plus de 100 organisations classifiées selon les standards contemporains et une collection de présentations d'une douzaine d'organisations bulgares, les plus populaires depuis le XIXème siècle. Cette contribution importante à l’historiographie de la vie associative bulgare jusqu’à 1944 est le résultat d'un travail qui combine des entrevues avec des historiens et une recherche dans les archives. Le panoptique organisationnel sert de réfutation empirique de l’hypothèse qui attribue la faiblesse organisationnelle présente du poste-communisme à la pénurie de vie organisationnelle développée par le passé. ii Les mérites du troisième article sont doubles. Au niveau empirique on démontre que l’organisation culturelle la plus importante en Bulgarie a apparu comme une institution nationaliste imitant les organisations similaires des autres pays Européens. Elle s’est développée graduellement par une adaptation des expériences étrangères aux conditions locales. La collection des références bulgares est unique et représente le produit d’un travail méticuleux sur les documents et les entrevues. Au niveau abstrait, on confirme l’applicabilité de la théorie du transfert de la politique publique à un cas historique existant avant la théorie elle-même. Finalement, l’analyse détaillée des précurseurs du cabinet de lecture bulgare représente une contribution à la sociologie politique de l’histoire de la lecture. Mots clés: Europe de l’Est, poste-communisme, démocratie, société civile, engagement civique, organisations volontaires, troisième secteur, affiliation, transfert d'idées, apprentissage organisationnel.

Landscape all'Antica and Topographical Anachronism in Roman Fresco Painting of the Sixteenth Century

An article derived from the first chapter of the writer's doctoral thesis, “Paysage et Pouvoir. Les décors topographiques à Rome et dans le Latium au XVIe siècle.”

Introducing "Critical Essays": Leigh Hunt and theatrical criticism in the early nineteenth century

The years 1801 to 1808 saw the emergence of Leigh Hunt as a public figure on the London literary scene, first with the publication of his collection of poetry, "Juvenilia", and then with his work as theater critic for "The News" between 1805 and 1807. [...]