Anàlisi de la dimensió de gènere en el marc del projecte INCLUD-ED per a desenvolupar pràctiques educatives inclusives

La promoció de la dimensió integradora de l’educació ha de tenir en compte les diferents perspectives, entre elles la de gènere. El risc d’exclusió social pot augmentar quan la dimensió de gènere es combina amb altres dimensions com el grup cultural, l’edat o el baix nivell socioeconòmic. Alguns estudis indiquen que hi ha hagut una millora significativa en els resultats acadèmics de les nenes, que superen fins i tot els resultats dels nens en determinades àrees. No obstant això, les contribucions aportades són limitades ja que descriuen la situació sense aprofundir en les causes que condueixen a aquesta situació. Això ha reobert recentment nous debats en el cor de la comunitat científica. Les relacions de poder entre els gèneres, i la transmissió dels models tradicionals de masculinitat i feminitat, que encara es poden observar avui en algunes pràctiques de l'escola, tenen un impacte en els resultats acadèmics

Del papel a la pantalla y del aula a la nube: ideas para dinamizar la expresión escrita en secundaria = From paper to the screen and from the classroom to the cloud: ideas to energise written expression at secondary level

The spread of sociocultural focuses and critical literacy studies, which offer an holistic perspective on communicative skills, has reached our country at a time when the commonest environment for writing is the internet, and information technologies have transformed writing with new channels, genres, forms of preparation and languages. Thanks to these changes, educational programmes now include new concepts of literacy related to knowledge and the use of digital environments. This paper explores the impact of introducing these new communicative environments to teaching written expression at secondary level and puts forward some ideas to link learning how to write to present communicative contexts and established practices. Without forgetting the achievements of recent decades, we need to bring about a series of changes to bring new learned writing practices to class and leave behind others we had championed as necessary when the goal was to move beyond exclusively linguistic or grammatical approaches

Escritura joven en la red = Young writing online

Changes in written communications brought about by technology have led to a revolution in the concepts of literacy and, as a result, in students’ educational needs. However, teenagers appear to use technologies that involve new channels and text genres in the digital environment much more than in their everyday life than in an academic environment, because there is still too much distance between what schools offer students and their own reality. This article shows part of the findings of ethnographic and qualitative research in the line of new studies on teenagers’ critical literacy and vernacular writing practices in the asynchronous communication spaces online. The idea is to offer data and ideas to help overcome the current inertia and distance between some educational activities and young people’s communicative needs

La Harmoniemusik : música per a conjunt de vents al llarg dels segles XVIII i XIX

La Harmoniemusik: música per a conjunt de vents al llarg dels segles XVIII i XIX és una recerca a través del repertori, gèneres, usos i funcions que tingué el conjunt de vents a la Viena clàssica i la seva influència en la música per a vents del segle XIX. A través de l’explicació del context social i cultural de l’època, entendrem les motivacions i les circumstàncies que van empènyer als compositors a escriure per a Harmoniemusik, així com també les relacions d’aquesta música amb l’òpera, la música militar i la música religiosa.

Uutta keskiajan tutkimusta

Kirjallisuusarvostelu

Intercultural bridges in teenagers' theatrical events : performing self and constructing cultural identity through a creative drama process

The overriding aim of this drama educational case study is to deepen the understanding of meaning making in a creative intercultural youth theatre process and to examine it in the context of the 10th European Children's TheatreEncounter. The research task is to give a theoretical description of some key features of a creative drama process as the basis for theory about meaning makingin physical theatre. The first task is to illuminate the culture-historical connections of the multilayered practice of the EDERED-association. The second taskis to analyse and interpret theatrical meaning making. The ethnographical research site is regarded as a theatrical event. The analysis of the theatrical eventis divided into four segments: cultural contexts, contextual theatricality, theatrical playing and playing culture. These segments are connected with four research questions: What are the cultural contexts of a creative drama process? How can the organisation of the Encounter, genres, aesthetic codes and perception ofcodes be seen to influence the lived experiences of the participants? What are some of the key phases and characteristics in a creative practice? What kind of cultural learning can be interpreted from the performance texts? The interpretative question concerns identity and community (re)construction. How are the categories, `community´ and `child´ constructed in the Encounter culture? In this drama educational case study the research material (transcribed interviews, coded questionnaire answers, participant drawings, videotaped process text and performance texts) are examined in a multi-method analysis in the meta-theoretical framework of Dewey's naturalistic pragmatism. A three-dimensional research interest through a combination of lived experiences, social contexts and cultural-aesthetical practices compared with drama-educational practices required the methodological project of cultural studies. Furthermore, the critical interpretation of cultural texts is divided into three levels of analyses which are called description, structural analysis and theoretical interpretation. Dialogic validity (truthfulness, self-reflexivity and polyvocality) is combined with contextual validity (sensitivity to social context and awareness of historicity) and with deconstructive validity (awareness of the social discourses). My research suggests that itis possible, by means of physical theatre, to construct symbolic worlds where questions about intercultural identity and multilingual community are examined and where provisional answers are constructed in social interaction.

Musikaliska möten man minns : om musikundervisningen i årskurserna sju till nio som en arena för starka musikpplevelser

Earlier research has shown that strong experiences related to music (SEM) can occur in very different contexts and take on many different forms. Experiences like these seem significant and have among other things reportedly had an affect on the individual's continuing relationship towards music, which makes them interesting from a pedagogical point of view. Formal teaching situations, though, are under-represented in studies where people have been asked to describe strong experiences that they have had in connection with music. The purpose of my thesis is to investigate what SEM may mean to pupils and teachers in lower secondary school (grades 7-9), and to inquire more deeply into the potential "space" for such experiences within school music education. On a comprehensive level my ambition is to deepen the understanding for SEM as a possible element in pedagogical situations. Three empirical perspectives are employed: pupil-, teacher- and curriculum perspectives. The pupil perspective involved an analysis of written accounts of 166 fifteen-year-olds, describing own strong experiences. The teacher perspective involved studying 28 music teachers' conceptions of the purpose of teaching music in school as well as their understanding about strong music experiences in school context. Further, the teachers' descriptions of SEM that they have had themselves were analysed. The curriculum perspective is reflected through a study of how music experience was represented in 24 local and 2 national curriculum texts for music. Grounded in a phenomenological-hermeneutical perspective the material have been analyzed both qualitatively and quantitatively. The result points towards the fact that the music education in school has the potential to become an arena for SEM and that this can happen in relation to a multitude of activities and genres and take on many different expressions. Only one pupil referred to a musical encounter in the classroom environment; all other experiences that occurred inside the frame of school activity had taken place in other arenas (the school hall, public concert halls, and so on). However, more than 98 % of the descriptions concerned musical encounters in leisure time contexts. The significance of SEM is further clarified by narrative constructions. SEM as a conception does not occur on the curriculum level; however the analyze revealed a number of interesting "openings" which are illustrated. Even though all teachers displayed a fundamentally positive attitude towards the idea of regarding SEM as a feature of formal musical learning, it became clear that many teachers never had approached this theme from a pedagogical point of view before. Still, they proved to have an evident "familiarity" towards the phenomenon based on their own experiences of receptive and performative musical encounter. The possible space for strong musical experiences within school music education is specified through a detailed illustration of six specific themes derived from the reasoning of the teachers. Furthermore, this is described through a mapping of the potential experiencing zone, constructed from the teachers descriptions of educational aims.

Perspectives interculturelles et interlinguistiques sur le discours académique – Crosscultural and Crosslinguistic Perspectives on Academic Discourse. Volume 1

The Department of French Studies of the University of Turku (Finland) organized an International Bilingual Conference on Crosscultural and Crosslinguistic Perspectives on Academic Discourse from 2022 May 2005. The event hosted specialists on Academic Discourse from Belgium, Finland, France, Germany, Italy, Norway, Spain, and the USA. This book is the first volume in our series of publications on Academic Discourse (AD hereafter). The following pages are composed of selected papers from the conference and focus on different aspects and analytical frameworks of Academic Discourse. One of the motivations behind organizing the conference was to examine and expand research on AD in different languages. Another one was to question to what extent academic genres are culturebound and language specific or primarily field or domain specific. The research carried out on AD has been mainly concerned with the use of English in different academic settings for a long time now – mainly written contexts – and at the expense of other languages. Alternatively the academic genre conventions of English and English speaking world have served as a basis for comparison with other languages and cultures. We consider this first volume to be a strong contribution to the spreading out of researches based on other languages than English in AD, namely Finnish, French, Italian, Norwegian and Romanian in this book. All the following articles have a strong link with the French language: either French is constitutive of the AD corpora under examination or the article was written in French. The structure of the book suggests and provides evidence that the concept of AD is understood and tackled to varying degrees by different scholars. Our first volume opens up the discussion on what AD is and backs dissemination, overlapping and expansion of current research questions and methodologies. The book is divided into three parts and contains four articles in English and six articles in French. The papers in part one and part two cover what we call the prototypical genre of written AD, i.e. the research article. Part one follows up on issues linked to the 13 Research Article (RA hereafter). Kjersti Fløttum asks wether a typical RA exists and concentrates on authors’ voices in RA (self and other dimensions), whereas Didriksen and Gjesdal’s article focuses on individual variation of the author’s voice in RA. The last article in this section is by Nadine Rentel and deals with evaluation in the writing of RA. Part two concentrates on the teaching and learning of AD within foreign language learning, another more or less canonical genre of AD. Two aspects of writing are covered in the first two articles: foreign students’ representations on rhetorical traditions (Hidden) and a contrastive assessment of written exercices in French and Finnish in Higher Education (Suzanne). The last contribution in this section on AD moves away from traditional written forms and looks at how argumentation is constructed in students’ oral presentations (Dervin and Fauveau). The last part of the book continues the extension by featuring four articles written in French exploring institutional and scientific discourses. Institutional discourses under scrutiny include the European Bologna Process (Galatanu) and Romanian reform texts (Moilanen). As for scientific discourses, the next paper in this section deconstructs an ideological discourse on the didactics of French as a foreign language (Pescheux). Finally, the last paper in part three reflects on varied forms of AD at university (Defays). We hope that this book will add some fuel to continue discussing diverse forms of and approches to AD – in different languages and voices! No need to say that with the current upsurge in academic mobility, reflecting on crosscultural and crosslinguistic AD has just but started.

Tekijännimet Mikael Agricolan teosten kielessä. Henkilötarkoitteisten johdosten merkitykset, funktiot ja rakenteet

My research deals with agent nouns in the language of the works of Mikael Agricola (ca. 1510–1557). The main tasks addressed in my thesis have been to describe individual agent noun types, to provide a comprehensive picture of the category of agent nouns and to clarify the relations between different types of agent nouns. My research material consists of all the agent nouns referring to persons in the language of Agricola’s works, together with their context. The language studied is for the most part translated language. Agent nouns play an important role both in the vocabulary of natural language and in broader sentence structures, since in a text it is constantly necessary to refer to actors re-ferring to persons in the text. As a concept and a phenomenon, the agent noun is widely known in languages. It is a word formed with a certain derivational affixes, which typical-ly refers to a person. In my research the agent noun category includes both deverbal and denominal derivatives referring to persons, e.g. kirjoittaa > kirjoittaja (to write > writer), asua > asuva (to inhabit > inhabitant), imeä > imeväinen (to suck > suckling), juopua > juopunut (to drink > drunkard), pelätä > pelkuri (to fear > one who fears ‘a coward’), apu > apulainen (help/to help > helper); lammas > lampuri (sheep > shepherd). Besides original Finnish expressions, agent noun derivatives taken as such from foreign languages form a word group of central importance for the research (e.g. nikkari, porvari, ryöväri, based on the German/Swedish for carpenter, burgher, robber). Especially important for the formation of agent nouns in Finnish are the models offered by foreign languages. The starting point for my work is predominantly semantic, as both the criteria for collecting the material and the categorisation underlying the analysis of the material are based on semantic criteria. When examining derivatives, aspects relating to structure are also inevitably of central importance, as form and meaning are closely associated with each other in this type of vocabulary. The alliance of structure and meaning can be described in an illustrative manner with the help of structural schemata. The examination of agent nouns comprises on the one hand analysis of syntactic elements and on the other, study of cultural words in their most typical form. The latter aspect offers a research object in which language and the extralinguistic world, referents, their designations and cultural-historical reality are in concrete terms one and the same. Thus both the agent noun types that follow the word formation principles of the Finn-ish language and those of foreign origin borrowed as a whole into Finnish illustrate very well how an expression of a certain origin and formed according to a certain structural model is inseparably bound up with the background of its referent and in general with semantic factors. This becomes evident both on the level of the connection between cer-tain linguistic features and text genre and in relation to cultural words referring to per-sons. For example, the model for the designations of God based on agent nouns goes back thousands of years and is still closely linked in 16th century literature with certain text genres. This brings out the link between the linguistic feature and the genre in a very con-crete manner. A good example of the connection between language and the extralinguistic world is provided by the cultural vocabulary referring to persons. Originally Finnish agent noun derivatives are associated with an agrarian society, while the vocabulary relat-ing to mediaeval urbanisation, the Hansa trade and specialisation by trade or profession is borrowed and originates in its entirety from vocabulary that was originally German.

St. Petersburg Court Chant and the Tradition of Eastern Slavic Church Singing

The present study examines the repertory of liturgical chant known as St. Petersburg Court Chant which emerged within the Imperial Court of St. Petersburg, Russia, and appeared in print in a number of revisions during the course of the 19th century, eventually to spread throughout the Russian Empire and even abroad. The study seeks answers to questions on the essence and composition of Court Chant, its history and liturgical background, and most importantly, its musical relationship to other repertories of Eastern Slavic chant. The research questions emerge from previous literary accounts of Court Chant (summarized in the Introduction), which have tended to be inaccurate and generally not based on critical research. The study is divided into eight main chapters. Chapter 1 provides a survey of the history of Eastern Slavic chant and the Imperial Court Chapel of St. Petersburg until 1917, with special emphasis on the history of singing traditional chant in polyphony, the status of the Court Chapel as a government authority, and its endeavours in publishing church music. Chapter 2 deals with the liturgical background of Eastern chant, the chant genres, and main repertories of Eastern Slavic chant. Chapter 3 concentrates on chant sources: it introduces the musical notations utilised, after which a typology of chant books is presented. The discussion continues with a survey of the sources of Court Chant and their content, the specimens selected for closer analysis, the comparative materials from other repertories, and ends with a commentary on some chant sources that have been excluded. The comparative sources include a specimen from around the beginning of the 12th century, a few manuscripts from the 17th century, and printed and manuscript chant books from the early 18th to early 20th century, covering the geographical area that delimits to the western Ukraine, Astrakhan, Nizhny Novgorod, and the Solovetsky Monastery. Chapter 4 presents the approach and methods used in the subsequent analytical comparisons. After a survey of the pitch organization of Eastern Slavic chant, the customary harmonization strategy of traditional chant polyphony is examined, according to which a method for meaningful analysis of the harmony is proposed. The method is based on the observation that the harmonic framework of chant polyphony derives from the standard pitch collection of monodic chant known as the Church Gamut, specific pitches of which form eight harmonic regions that behave like the usual tonalities of major and harmonic minor. Because of the considerable quantity of comparative chant forms, computer-assisted statistical methods are applied to the analysis of chant melodies. The primary chant forms and their respective comparative forms have been pre-processed into reduced chant prototypes and divided into redactions. The analyses are carried out by measuring the formal dissimilarities of the primary chant forms of the Court Chant repertory against each comparative form, and also by measuring the reciprocal dissimilarities of all chant versions in a redaction, the results of which are subjected to agglomerative hierarchical clustering in order to find out how the chant forms relate to each other. The dissimilarities are determined by applying a metric dissimilarity function that is based on the Levenshtein Distance. Chapter 5 provides the melodic and harmonic analyses of generic chants (chants used for multiple texts of different lengths), i.e., chants for stichera samoglasny and troparia, Chapter 6 of pseudo-generic chants (chants that are used for multiple texts but with certain restrictions), i.e., chants for heirmoi, prokeimena, and three other hymns, and Chapter 7 of non-generic chants, covering nine chants that in the Court repertory are not shared by multiple texts. The results are summarized and evaluated in Chapter 8. Accordingly, it can be established that, contrary to previous conceptions, melodically, Court Chant is in effect a full part of the wider Eastern Slavic chant tradition. Even if it is somewhat detached from the chant versions of the Synodal square-note chant books and the local tradition of Moscow, it is particularly close to chant forms of East Ukraine and some vernacular repertories from Russia. Respectively, the harmonization strategies of Court Chant do not show significant individuality in comparison with those of the available polyphonic comparative sources, the main difference being the part-writing, which generally conforms to western common practice standard, whereas the deviations from this tend to be more significant in other analysed repertories of polyphonic chant. Thus, insofar as the subsequent prevalence of Court Chant is not based on its forceful dissemination by authorities (as suggested in previous literature but for which little tangible evidence could be found in Chapter 1), in the present author’s interpretation, Court Chant attained its dominance principally because musically it was considered sufficiently traditional, and as a chant body supported by the government, was conveniently available in print in serviceable harmonizations.

Pojkar kan visst skriva! : skrivkompetenser på nationellt prov i svenska i årskurs tre i Sverige

10-year old boys are writing texts in a National Test in the spring of 2009. The aim of this study is to increase knowledge in and understanding of boys’ writing skills through description, analysis and interpretation of the texts produced by the boys in the National Test in Swedish for junior level year three, taken in Sweden in 2009. The material consists of texts produced by boys and is focused on their ability to write. Through avoiding relating to texts produced by girls, it is possible to search, review, interpret and observe without simultaneously comparing the two genders. The aim of the test is to measure writing proficiency from a normative perspective, while I am investigating content, reception, awareness, and other aspects relevant when producing text. Genres are described through the instruction given in the test, which defines the work that takes place in the classroom and thereby my approach to the analysis. The latter is focused on finding patterns in the competence of the students rather than looking for flaws and limitations. When competence is searched for beyond the relationship to syllabi or the demands of the test in itself, the boys’ texts from the test provide a general foundation for investigating writing proficiency. Person, place and social group have been removed from the texts thereby avoiding aspects of social positioning. The texts are seen from the perspective of 10-year old boys who write texts in a National Test. The theoretical basis as provided by Ivaničs (2004; 2012) offers models for theory on writing. A socio-cultural viewpoint (Smidt, 2009; Säljö, 2000) including literacy and a holistic view on writing is found throughout. By the use of abdicative logic (see 4.4) material and theory work in mutual cooperation. The primary method hermeneutics (Gadamer 1997) and analytical closereading (Gustavsson, 1999) are used dependent on the requirements of the texts. The thesis builds its foundation through the analysis from theoretically diverse areas of science. Central to the thesis is the result that boys who write texts in the National Test, are able to write in two separate genres without conversion or the creating hybrids between the two. Furthermore, the boys inhibit extensive knowledge about other types of texts, gained from TV, film, computers, books, games, and magazines even in such a culturally bound context as a test. Texts the boy has knowledge of through other situations can implicitly be inserted in his own text, or be explicitly written with a name of the main character, title, as well as other signifiers. These texts are written to express and describe what is required in the topic heading of the test. In addition other visible results of the boys’ ability to write well occur though the multitude of methods for analysis throughout the thesis which both search, and find writing competence in the texts written by the boys.

Grammatikdidaktik: Svensk grammatik och språklig medvetenhet i några läromedel för grundskolans första årskurser

Mitt övergripande forskningsintresse är grammatikdidaktik, medan det explicita syftet med denna licentiatavhandling är att erhålla ny kunskap om grammatikdidaktik så som den synliggörs i nutida läromedel för grundskolans första årskurser. Den empiriska undersökningen är gjord i tre nutida läromedelspaket avsedda för undervisning i skolämnet modersmål och litteratur i årskurs ett och två, läromedlen som undersöks är de finlandssvenska serierna Läseboken och Litteraturboken samt den sverigesvenska serien Kom och läs! Bland resultaten kan nämnas att det finns ett brett spektrum av nivåer av extern grammatik i alla de undersökta läromedelspaketen. Den fonologiska och syntaktiska medvetenheten, vilka bägge är viktiga för läs- och skrivutvecklingen i de diskuterade årskurserna, satsas på i alla tre läromedelspaket. Det jag dock också märkt i läromedlen som kan påverka läs- och skrivutvecklingen är att andelen belägg för grafonomi är större i årskurs två än i årskurs ett. Härigenom får eleverna på detta sätt småningom växa in i en skriftkultur. Det finns betydligt fler muntliga uppgifter i lärarhandledningarna till serierna Litteraturboken och Kom och läs! än i Läseboken. Det exakta ”hur” står inte alltid utskrivet i lärarhandledningarna, men de flesta gånger verkar tanken vara att det rör sig om diskussioner eller andra muntliga genrer. I många fall känns de muntliga uppgifterna mer funktionella än skriftliga uppgifter som inte verkar vara helt genomtänkta. Att mitt material innehåller fler funktionella uppgifter i lärarhandledningar och fler formalistiska eller delvis funktionella uppgifter i arbetsböcker överensstämmer med att lärarhandledningar kan vara en bättre väg för att öka elevernas kunskapssökande och minska förmedlingspedagogiken.

Traités d'Alchimie.

Contient : « Cy commence la praticque de faire l'or potable, pour la conservation et santé de la vye humaine » ; « Or ensuit la manière de faire les perles et marguerites » ; « Pour faire fin argent » ; « L'oeuvre de l'Espagnol » ; Autre traité : « Vous devez sçavoir qu'il a trois genres, assavoir animal, minéral et végétal... »

增訂敬信錄Zeng ding jing xin lu.Le livre du respect et de la fu édition augmentée.

Contient : I太上感應篇Tai shang gan ying pian.Le Tai shang gan ying pian ; II感應篇讀法纂要Gan ying pian du fa zuan yao.Principes pour la lecture du Gan ying pian ; III太上洞玄靈寶梓潼本願眞經Tai shang dong xuan ling bao zi tong ben yuan zhen jing. Autre titre : 文昌帝君本願眞經Wen chang di jun ben yuan zhen jing.Le vrai livre sacré des vœux du dieu de la Littérature ; IV文昌帝君陰騭文Wen chang di jun yin zhi wen ; V文昌帝君勸孝文Wen chang di jun quan xiao wen.Traité pour conseiller la piété filiale, par le dieu de la Littérature ; VI南無大慈大悲觀世音菩薩救苦經Na mo da ci la bei guan shi yin pu sa jiu ku jing.Sūtra de Guan yin miséricordieuse qui sauve du malheur ; VII南無大慈大悲觀世音菩薩救苦經Na mo la ci da bei guan shi yin pu sa gan ying bao sheng jing.Sūtra de Guan yin miséricordieuse qui répond aux pričres et préserve les êtres vivants ; VIII文昌帝君救劫寶章Wen chang di jun jiu jie bao zhang.Précieux articles du dieu de la Littérature pour le salut du monde ; IX文昌帝君聖訓 。蕉窻十則Wen chang di jun sheng xun. Jiao chuang shi ze ; X文昌帝君勸敬字紙文Wen chang di jun quan jing zi zhi wen. Autre titre : 勸敬惜字文Quan jing xi zi wen.Traité pour conseiller le respect des caractères d'écriture ; XI文昌聖願十戒Wen chang sheng yuan shi jie.Les dix défenses du dieu de la Littérature ; XII東嶽大帝回生寶訓Dong yue da di hui sheng bao xun.Précieuses instructions du dieu du Dong yue sur la transmigration ; XIII圓明斗帝勸世文Yuan ming dou di quan shi wen. Autre titre : 斗姥勸世文Dou mu juan shi wen.Conseils au monde, traité de la déesse Yuan ming dou mu ; XIV玄天上帝金科玉律Xuan tian shang di jin ke yu lü.Lois de l'Empereur céleste.Quan shi ge yan.Conseils au monde, par l'Empereur céleste ; XV關聖帝君眞經Guan sheng di jun zhen jing. Autre titre : 關聖帝君寶訓Guan sheng di jun bao xun.Le vrai livre sacré du réveil du monde, par le dieu de la Guerre ; XVI魏元君勸世文Wei yuan jun quan shi wen.Conseils au monde de Wei Yuan jun ; XVII蓮池大師放生文Lian chi da shi fang sheng wen.Traité conseillant de mettre en liberté les êtres qui ont vie, par Lian chi ; XVIII純陽祖師延壽育子歌Chun yang zu shi yan shou yu zi ge.Chant sur la longévité et l'obtention de fils, par le dieu Fu you ; XIX袁了凡先生立命篇Yuan liao fan xian sheng li ming pian ; XX俞淨意公遇竈神記Yu jing yi gong yu zao shen ji ; XXI文昌帝君功過格Wen chang di jun gong ge ge. Autre titre : 太微仙君功過格Tai wei xian jun gong ge ge.Échelle des mérites et des péchés, par le dieu de la Littérature ; XXII呂叔簡先生居官戒刑八章Lü shu jian xian sheng ju guan jie xing ba zhang.Huit conseils aux fonctionnaires, relativement aux châtiments ; XXIII遏淫說E yin shuo ; XXIV戒賭十條Jie du shi thiao.Dix articles contre le jeu ; XXV勸戒溺女言Quan jie ni nü yan.Paroles pour interdire l'infanticide des filles ; XXVI感應篇致福靈驗Gan ying pian zhi fu ling yan.Exemples miraculeux de bonheur produit par le Gan ying pian ; XXVII文昌帝君陰隲文靈驗Wen chang di jun yin zhi wen ling yan.Miracles du Yin zhi wen ; XXVIII損子墮胎異報Sun zi duo tai yi bao.Châtiment extraordinaire de l'infanticide et de l'avortement ; XXIX救急五絕良方Jiu ji Wu jue liang fang.Recettes contre cinq genres de mort ; XXX安胎催生藥方An tai cui sheng yue fang.Remèdes pour faciliter l'accouchement ; XXXI異傳不出天花經驗奇方Yi chuan bu chu tian hua jing yan qi fang.Recettes merveilleuses pour éviter la petite vérole ; XXXII經驗瘧疾方Jing yan yue ji fang.Recette contre la fièvre intermittente ; XXXIII經驗救急良方Jing yan jiu ji liang fang.Formules pour les cas urgents, avec suppléments ; XXXIV勸世良言Quan shi liang yan.Conseils au monde ; XXXV百忍說Bai ren shuo.Traité des cent résignations ; XXXVI百忍歌Bai ren ge.Chant des cent résignations ; XXXVII文昌帝君救世文Wen chang di jun jiu shi wen.Traité pour sauver le monde, par le dieu de la Littérature ; XXXVIII道德天尊像Dao de tian zun xiang.Portrait de Lao zi ; XXXIX靈通萬應丸Ling tong wan ying huan.Pilules de la pénétration spirituelle et des 10. 000 effets ; XL敬信陰隲文獲報Jing xin yin zhi wen he bao.Effets miraculeux du Yin zhi wen ; XLI牙頤神方Ya yi shen fang.Formules merveilleuses contre le mal de dents et la fluxion ; XLII功過格分類彚編Gong ge ge fen lei hui bian.Liste méthodique des mérites et des péchés

The new woman, femininity and modernity in Margery Allingham's detective novels of the 1930s /

This thesis examines Death of a Ghost (1934), Flowers for the Judge (1935), Dancers in Mourning (1937), and The Fashion in Shrouds (1938), a group of detective novels by Margery Allingham that are differentiated from her other work by their generic hybridity. The thesis argues that the hybrid nature of this group of Campion novels enabled a highly skilled and insightful writer such as Allingham to negotiate the contradictory notions about the place of women that characterized the 1930s, and that in dOing so, she revealed the potential of one of the most popular and accessible genres, the detective novel of manners, to engage its readers in a serious cultural dialogue. The thesis also suggests that there is a connection between Allingham's exploration of modernity and femininity within these four novels and her personal circumstances. This argument is predicated upon the assumption that during the interwar period in England several social and cultural attitudes converged to challenge long-held beliefs about gender roles and class structure; that the real impact of this convergence was felt during the 1930s by the generation that had come of age in the previous decade-Margery Allingham's generation; and that that generation's ambivalence and confusion were reflected in the popular fiction of the decade. These attitudes were those of twentieth-century modernity--contradiction, discontinuity, fragmentation, contingency-and in the context of this study they are incorporated in a literary hybrid. Allingham uses this combination of the classical detective story and the novel of manners to examine the notion of femininity by juxtaposing the narrative of a longstanding patriarchal and hierarchical culture, embodied in the image of the Angel in the House, with that of the relatively recent rights and freedoms represented by the New Woman of the late nineteenth-century. Pierre Bourdieu's theory of social difference forms the theoretical foundation of the thesis's argument that through these conflicting narratives, as well as through the lives of her female characters, Allingham questioned the Hsocial myth" of the time, a prevailing view that, since the First World War, attitudes toward the appropriate role and sphere of women had changed.