Myths of greece and Rome : narrated with special reference to literature and art

UANL

Diviser par zéro : art poétique et lecteur anticipé dans l’œuvre chantée de Plume Latraverse

Ce mémoire porte sur l’œuvre chantée de Michel Latraverse, dit Plume. Nous y définissons le projet esthétique de cet auteur-compositeur-interprète en nous questionnant sur l’auditeur anticipé dans ses chansons. D’une part, nous constatons que Latraverse mise sur une forme d’hybridité quand il se définit en tant qu’artiste. L’hétérogénéité de ses influences lui permet d’explorer un grand nombre de styles musicaux et d’aborder une multitude de sujets. Dans ses textes, il cherche le beau à travers la simplicité et la bassesse du quotidien. Cependant, il tend malgré tout à exposer la laideur du monde en développant un réflexe d’exclusion qui n’épargne personne, brisant par le fait même toutes les solidarités. D’autre part, à l’aide des théories de la lecture, nous montrons que Latraverse, en puisant à la fois aux cultures savante et populaire, et malgré ses réflexes d’exclusion, rend possible un rapprochement entre des lecteurs aux compétences parfois très inégales. À la fin, nous concluons que Plume Latraverse opère un rabaissement systématique de l’humain afin d’en ramener l’existence à sa plus simple expression, physique et corporelle. C’est ainsi qu’il crée une communauté du bas où chacun a sa place et au sein de laquelle l’exclusion n’est plus possible.

'Response and Responsibility: Theories of the Implied Reader in Children's Literature Criticism'

Reader Response Theory remains popular within Children's Literature Criticism. It seems to offer a sensible resolution to the question of whether meaning derives from text or reader. Through a close reading of one example of this criticism, I suggest that its dualisms are constantly collapsing into appeals to singular authority. at various stages the text or the reader is wholly responsible for meaning. I further suggest that the criticism bypasses the question of interpretation through claiming knowledge of a child reader whose opinions and reactions can be unproblematically accessed. We do not have to worry about reading texts, because we can, apparently, know the child's response to them with certainty. Anything other than this claim to certainty is taken to be a failure of responsibility, a wallowing in the subjective, obscure and perverse. My intention is to reinstate reading as the responsibility of criticism.

The art of shooting the moving goal - explorative study of EA pilot

Enterprise Architecture (EA) has been recognised as an important tool in modern business management for closing the gap between strategy and its execution. The current literature implies that for EA to be successful, it should have clearly defined goals. However, the goals of different stakeholders are found to be different, even contradictory. In our explorative research, we seek an answer to the questions: What kind of goals are set for the EA implementation? How do the goals evolve during the time? Are the goals different among stakeholders? How do they affect the success of EA? We analysed an EA pilot conducted among eleven Finnish Higher Education Institutions (HEIs) in 2011. The goals of the pilot were gathered from three different stages of the pilot: before the pilot, during the pilot, and after the pilot, by means of a project plan, interviews during the pilot and a questionnaire after the pilot. The data was analysed using qualitative and quantitative methods. Eight distinct goals were recognised by the coding: Adopt EA Method, Build Information Systems, Business Development, Improve Reporting, Process Improvement, Quality Assurance, Reduce Complexity, and Understand the Big Picture. The success of the pilot was analysed statistically using the scale 1-5. Results revealed that goals set before the pilot were very different from those mentioned during the pilot, or after the pilot. Goals before the pilot were mostly related to expected benefits from the pilot, whereas the most important result was to adopt the EA method. Results can be explained by possibly different roles of respondents, which in turn were most likely caused by poor communication. Interestingly, goals mentioned by different stakeholders were not limited to their traditional areas of responsibility. For example, in some cases Chief Information Officers' goals were Quality Assurance and Process Improvement, whereas managers’ goals were Build Information Systems and Adopt EA Method. This could be a result of a good understanding of the meaning of EA, or stakeholders do not regard EA as their concern at all. It is also interesting to notice that regardless of the different perceptions of goals among stakeholders, all HEIs felt the pilot to be successful. Thus the research does not provide support to confirm the link between clear goals and success.