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John Milton USP Marie-Hélène Catherine Torres UFSC
Apresentação 9 APRESENTAÇÃO John Milton USP Marie-Hélène Catherine Torres UFSC Little theoretical attention has been paid to the subject of Retranslation and Adaptation. In Routledge Encyclopedia of Translation Studies there is no section on Retranslation. Adaptation fares a little better, and the section on “Adaptation”, written by George Bastin mentions a number of key elements associated with adaptation: it is often associated with the belles infidèles concept of translation; it is particularly common in theatre translation; adaptations are often made in order to prevent a communication breakdown, being linked to the skopos, the purpose; and the study of adaptations look beyond linguistic transfer and will throw light on the translator as mediator (Bastin, 1998: 5-8). These concepts are developed by a number of contributors to this volume. Two key statements on retranslation are Yves Gambier’s formulation (1994, p. 414): “[…] une première traduction a toujours tendance à être plutôt assimilatrice, à réduire l’altérité au nom d’impératifs culturels, éditoriaux […] La retraduction dans ces conditions consisterait en un retour au texte-source” {“[…] a first translation always tends to be more assimilating, tends to reduce the otherness in the name of cultural or editorial requirements […] The retranslation, in this perspective, would mark a return to the source-text”} and that of Antoine Berman, who distinguishes “deux espaces (et deux temps) de traduction: celui des premières 10 John Milton & Marie-Hélène C. Torres traductions, et celui des retraductions” [“two spaces (and two ti- mes) of translation : that of the first translations, and that of the retranslations”] (Berman, 1985: 116). After the work has been introduced into the foreign culture, Retranslations will attempt to get much closer to the source text. -
GERRY CANAVAN Associate Professor of English Department of English, P.O
GERRY CANAVAN Associate Professor of English Department of English, P.O. Box 1881, Marquette University, Milwaukee, WI 53201-1881 414-288-6860; [email protected] Fields of Expertise: 20th and 21st Century Literature; Genre Studies; Popular Culture Education: 2006-12, Duke University, Durham, NC 2002-04, Univ. of North Carolina at Greensboro, Greensboro, NC 1998-02, Case Western Reserve University, Cleveland, OH Degrees: Ph.D., Literature, Duke University M.F.A., Fiction, University of North Carolina at Greensboro B.A., English and Philosophy, Case Western Reserve University Academic Experience: 2018-present, Associate Professor, Marquette University 2021-, Associate Chair, English department 2019, Director of Graduate Study, English department (planned term interrupted by medical leave) 2012-2018, Assistant Professor, Marquette University 2011-12, Anne T. and Robert M. Bass Fellowship for Undergraduate Instruction, Duke University 2007-10, Teaching Assistant, Duke University 2004-06, Lecturer, Univ. of North Carolina at Greensboro 2003-04, Teaching Asst., Univ. of North Carolina at Greensboro I. PUBLICATIONS A. Books 2016 Octavia E. Butler. Modern Masters of Science Fiction. Champaign, IL: University of Illinois Press. xviii + 225pp. B. Peer-Reviewed Articles 2020 “The Legend of Zelda in the Anthropocene.” Paradoxa 31: “Climate Fictions” (2020): 145-170. 2019 “Eden, Just Not Ours Yet: On Parable of the Trickster and Utopia.” Women’s Studies 48.1 (2019): 59-75. 2017 “Hokey Religions: STAR WARS and STAR TREK in the Age of Reboots.” Extrapolation 58.2-3 (2017): 153-180. 2017 “OBEY, CONSUME: Class Struggle as Revenge Fantasy in They Live.” Film International 14.3-4: “The Lives and Deaths of the Yuppie” (2017): 72-84. -
Tan Sierra Research 1
Running Head: Sierra Tan’s Research Paper #1 1 Education in India With a population of more than 1.2 billion, India has the second largest education system in the world (after China). According to a 2011 Census conducted by the United Nations Population Division, half of its population is under the age of 25, depicting an image of a youthful engine for economic growth. However, this growth can only be achieved if the many problems in its education system can be resolved. For example, India is one of the countries with a high illiteracy rate with a quarter of its population un-educated; there is a large gap between male and female literacy rate; and the teaching quality is very low, especially in public sectors. This research paper aims to help our readers understand education in India, and identify what factors have contributed to its current status. I will start with an overview of India’s education system and its major characteristics; then I will explore the causal factors from cultural, historical, and philosophical perspectives respectively; and conclude with some recommendations for its future development. Overview of India’s Education System Structure India is divided into 29 states and 7 “Union Territories”. Education in India is provided by the public as well as the private sector, with control and funding coming from three levels – central, state, and local, and it falls under the control of both the Union Government and the states, with some responsibilities lying with the Union and the states having autonomy for others. The apex body for curriculum related matters for school education in India is the National Council of Educational Research and Training (NCERT), which plays a central role in developing policies and programs. -
The Bakhtin Circle and Ancient Narrative
The limits of polyphony: Dostoevsky to Petronius MARIA PLAZA Stockholm University In times when a theorist grows as authoritative as the Russian thinker Mikh- ail Mikhailovich Bakhtin has grown today, his theories are sometimes hastily applied to more texts than they can usefully explain. While the rereading, and possibly reconception, of the Roman novel in the light of his ideas on the novelistic genre is certainly a most important and exciting project, there may be a risk of overstatement. My aim in this paper, therefore, is to suggest an answer to the question of whether Petronius’ Satyrica can be said to be a “polyphonic novel” in Bakhtin’s sense.1 The concept of “polyphony” is fully developed in Bakhtin’s book Prob- lems in Dostoevsky’s Poetics,2 although there are discussions of the related categories “dialogism” and “heteroglossia” in his important essays of the 1930’s.3 It should be noted, however, that “heteroglossia” is not equivalent to polyphony: it implies a diversity of speech styles in a language, some- times with the further requirement that the styles should reflect and inter- penetrate each other; while polyphony always requires an interpenetration of ————— 1 It is not my aim to offer an exhaustive analysis; rather, I hope to present some examples and general arguments for my suggested solution, in order to make a modest contribution to an ongoing debate about Bakhtin and the classics. 2 The first edition of this work, entitled Problemy tvorchestva Dostoevskogo [Problems of Dostoevsky’s creative art], appeared in 1929, and was a much narrower discussion than the influential second edition of 1963. -
Narrative Epic and New Media: the Totalizing Spaces of Postmodernity in the Wire, Batman, and the Legend of Zelda
Western University Scholarship@Western Electronic Thesis and Dissertation Repository 8-17-2015 12:00 AM Narrative Epic and New Media: The Totalizing Spaces of Postmodernity in The Wire, Batman, and The Legend of Zelda Luke Arnott The University of Western Ontario Supervisor Nick Dyer-Witheford The University of Western Ontario Graduate Program in Media Studies A thesis submitted in partial fulfillment of the equirr ements for the degree in Doctor of Philosophy © Luke Arnott 2015 Follow this and additional works at: https://ir.lib.uwo.ca/etd Part of the Other Film and Media Studies Commons Recommended Citation Arnott, Luke, "Narrative Epic and New Media: The Totalizing Spaces of Postmodernity in The Wire, Batman, and The Legend of Zelda" (2015). Electronic Thesis and Dissertation Repository. 3000. https://ir.lib.uwo.ca/etd/3000 This Dissertation/Thesis is brought to you for free and open access by Scholarship@Western. It has been accepted for inclusion in Electronic Thesis and Dissertation Repository by an authorized administrator of Scholarship@Western. For more information, please contact [email protected]. NARRATIVE EPIC AND NEW MEDIA: THE TOTALIZING SPACES OF POSTMODERNITY IN THE WIRE, BATMAN, AND THE LEGEND OF ZELDA (Thesis format: Monograph) by Luke Arnott Graduate Program in Media Studies A thesis submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy The School of Graduate and Postdoctoral Studies The University of Western Ontario London, Ontario, Canada © Luke Arnott 2015 Abstract Narrative Epic and New Media investigates why epic narratives have a renewed significance in contemporary culture, showing that new media epics model the postmodern world in the same way that ancient epics once modelled theirs. -
The Old Paludians Newsletter March 2006
The Old Paludians Newsletter Founded 1915 Website: www.oldpaludians.org March 2006 Last year we marked our 90th Anniversary with the publication of our new Book called School Ties. This has been well received by everyone and is very much a real part of the social history of Slough. It is available at the Reunion or by post so we can recommend it – it contains many fascinating memories of life at our Schools over the years. Our 2005 Reunion was quite spectacular and a very happy day was rounded off by a rousing rendition of the newly discovered Old Paludians song. Sadly we have lost a number of Old Paludians this past year as the years take their toll. Included in this list are a number of much loved former members of staff. We thank Mrs Lenton for letting us invade the School once again and we also thank the staff who help both in the run-up to the Reunion and on the Day itself. It is an occasion looked forward to by many as a chance to meet up with friends and to exchange news. We hope everyone will enjoy themselves. THE ARCHIVES We received a number of donations of items of School memorabilia to our Archive during the year. Especially noteworthy were a superb set of exercise books from the 1940s given by Joyce Haggerty (Newstead), a mixed collection of rare items (including a Lectern Cover designed and made to celebrate the High School’s 21st birthday) donated by Vivienne Tuddenham and the gift of two photographs both new to us from Audrey Evans. -
The Rise of the German Menace
The Rise of the German Menace Imperial Anxiety and British Popular Culture, 1896-1903 Patrick Longson University of Birmingham Research Archive e-theses repository This unpublished thesis/dissertation is copyright of the author and/or third parties. The intellectual property rights of the author or third parties in respect of this work are as defined by The Copyright Designs and Patents Act 1988 or as modified by any successor legislation. Any use made of information contained in this thesis/dissertation must be in accordance with that legislation and must be properly acknowledged. Further distribution or reproduction in any format is prohibited without the permission of the copyright holder. Doctoral Thesis for Submission to the School of History and Cultures, University of Birmingham on 18 October 2013. Examined at the University of Birmingham on 3 January 2014 by: Professor John M. MacKenzie Professor Emeritus, University of Lancaster & Professor Matthew Hilton University of Birmingham Contents Introduction 1 Chapter 1 Before the German Menace: Imperial Anxieties up to 1896 25 Chapter 2 The Kruger Telegram Crisis 43 Chapter 3 The Legacy of the Kruger Telegram, 1896-1902 70 Chapter 4 The German Imperial Menace: Popular Discourse and British Policy, 1902-1903 98 Conclusion 126 Bibliography 133 Acknowledgments The writing of this thesis has presented many varied challenges and trials. Without the support of so many people it would not have been possible. My long suffering supervisors Professor Corey Ross and Dr Kim Wagner have always been on hand to advise and inspire me. They have both gone above and beyond their obligations and I must express my sincere thanks and lasting friendship. -
Saevae Memorem Iunonis Ob Iram Juno, Veii, and Augustus
Acta Ant. Hung. 55, 2015, 167–178 DOI: 10.1556/068.2015.55.1–4.12 PATRICIA A. JOHNSTON SAEVAE MEMOREM IUNONIS OB IRAM JUNO, VEII, AND AUGUSTUS Arma virumque cano, Troiae qui primus ab oris Italiam, fato profugus, Laviniaque venit litora, multum ille et terris iactatus et alto vi superum saevae memorem Iunonis ob iram. Aen. I 1–4 Summary: A driving force in Vergil’s Aeneid is the hostility of Juno to the Trojans as they approach, and finally arrive in Italy. The epic in some ways mirrors the opposition encountered by Augustus as the new ruler of Rome. Juno’s opposition to the Trojans has its origin not only in Greek mythology, but in the his- tory of the local peoples of Italy with whom early Romans had to contend. From the outset of the poem she becomes the personification of these opposing forces. Once the Trojans finally reach mainland Italy, she sets in motion a long war, although the one depicted in the Aeneid was not as long as the real wars Ro- mans waged with the Latin League and with the many of the tribes of Italy, including the Veii. The reality of the wars Rome had to contend with are here compared to the relatively brief one depicted in the Aeneid, and the pacification of Juno reflects the merging of the different peoples of Rome with their subjugator. Key words: Juno, saeva, MARS acrostic, Etruscan Uni, evocatio, Veii, Fidenae, Aventinus, Gabii, Prae- neste, Tibur, Tanit, Saturnia, Apollo, Cumae and Hera, asylum, Athena, Aeneas, Anchises’ prophecy An important part of Augustan Myth is found in Vergil’s depiction of Juno, who is named in the opening lines of the epic and is a persistent presence throughout the poem. -
Cress Presentation
Keiter 1 “To Sail Free in Her Own Element”: The Novelization of the Epic and the “Cress” Letters in William Carlos Williams’ Paterson Joshua Keiter The long, scathing letter from Cress, a female poet detailing “woman’s wretched position in society,” at the end of Book Two of Paterson has appeared perplexing, to say the least, to readers and critics of William Carlos Williams’ magnum opus since its first publication. The letter arrives directly at the center of the projected four books of Paterson, which we learn in Book I concerns itself overall with “A man like a city and a woman like a flower / —who are in love. Two women. Three women. / Innumerable women, each like a flower. / / But / only one man—like a city” (Williams, P 7). The tension between the symbolic and the literal man and woman of Paterson holds a central place in the poem, and invites a gendered reading, particularly at the crucial juncture of the Cress letter, based around the appropriation of a female voice by a dominant male author/text. My paper will argue that Williams’ appropriation is more of an attempt, however inadequate, at integration—rather than imposing male poetic dominance over a female voice, Williams aims to deconstruct male authority, if not destroy his own authorship, by emphasizing the relational, dialogic nature (even in terms of “marriage” and “divorce”) of communication itself. A hopeless task, perhaps, but one that is emblematic of the entire project and problematic of Paterson as a “whole.” Indeed, the first part of my paper is devoted to a discussion of how the genre theory of Mikhail Bakhtin in his essay on the “Epic and Novel” provides, in distinctive terms, the kind of critical framework necessary to understand the role of Cress in Paterson. -
W Ycombiensian
THE W YCOMBIENSIAN Sf/r,, 1562 ft VVYCO^ Vol. XI. No. 8 September, 1951 m i i muAHY THE WYCOMBIENSIAN (The Wycombe Royal Grammar School Magazine) E d ito r : A. R. McINTOSH Assisted by M. J. BANHAM EDITORIAL For nine years now this school has ranked as a Public School. It is an honour, to the Headmaster and ourselves, of which we are justly proud, for it is the recognition of great achievements in the first half of this century. But we are also a Grammar School, though a Royal one ; an integral and vital part of the new educa tional system planned in 1944 : and this is no less an honour because it is shared by thousands of other schools. Our relations with the public schools and great grammar schools of the country, in friendly rivalry in sport, candidature for University scholarships, and other things, are much prized. It is perhaps less fashionable to consider our relations with our partners in secondary education, the technical and secondary modern schools, who as Mr. Birley said on Speech Day, have the really exciting future in the next few years. The stock Ministry of Education phrase “ parity of esteem ” is uninspiring. It has not the ring of the true slogan : but it has far more accuracy and justice than most slogans. It does not mean equality, for it is obvious that the grammar school, designed to train managers, teachers, leaders, needs more money, more highly-qualified teachers, more advanced equipment, perhaps more corporate spirit, than the others. It does not mean that being selected for a grammar school at the age of eleven is not a thing to be proud of. -
The Bakhtin Circle and Ancient Narrative
Epic, Novel, Genre: Bakhtin and the Question of History AHUVIA KAHANE Northwestern University 1. Mikhail Bakhtin has in the course of several major works attempted to characterize the literary forms of epic and novel, as well as the relationship between them. These efforts are important for the study of genre, and spe- cifically epic and novel, beyond which, however, lies a broader sphere. One should be careful not to oversimplify complex and detailed arguments or continuously evolving historical traditions.1 But as one scholar has put it, Bakhtin’s work proceeds from the view that ‘genres themselves are forms of thought that have made valuable discoveries about time, society and human agency’ (Morson 1999: 176).2 And it is fair to say that through Bakhtin’s arguments about the tensions between epic and novel we can trace his views on the historical development of certain modes of thought—or perhaps we should say Weltanschauung or Geist. Our reference to Geist suggests, of course, that Bakhtin’s work should be viewed within the context of a broad (progressionist) critical tradition that paid close attention to the historico- philosophical significance of artistic production, a tradition among whose members we may count, for example, Goethe, Schlegel, Hegel of course, Lukács, and Auerbach.3 Within this tradition, as in Bakhtin’s work, the gen- ————— 1 Bakhtin’s views on the relations of epic and novel carry different emphases in his differ- ent works. See e.g. Nagy 2002: 73–74. 2 Bakhtin 1984: 270 (cited in Morson 1999: 176): ‘We consider the creation of the poly- phonic novel a huge step forward not only in the development of novelistic prose … It seems to us that one could speak directly of a special polyphonic artistic thinking ex- tending [even] beyond the bounds of the novel as a genre.’ See also Adams 1998: 382– 384. -
Language Planning and the British Empire: Comparing Pakistan, Malaysia and Kenya
Current Issues in Language Planning ISSN: 1466-4208 (Print) 1747-7506 (Online) Journal homepage: http://www.tandfonline.com/loi/rclp20 Language Planning and the British Empire: Comparing Pakistan, Malaysia and Kenya Richard Powell To cite this article: Richard Powell (2002) Language Planning and the British Empire: Comparing Pakistan, Malaysia and Kenya, Current Issues in Language Planning, 3:3, 205-279, DOI: 10.1080/14664200208668041 To link to this article: http://dx.doi.org/10.1080/14664200208668041 Published online: 26 Mar 2010. Submit your article to this journal Article views: 305 View related articles Citing articles: 6 View citing articles Full Terms & Conditions of access and use can be found at http://www.tandfonline.com/action/journalInformation?journalCode=rclp20 Download by: [University of Pennsylvania] Date: 02 December 2015, At: 15:06 Language Planning and the British Empire: Comparing Pakistan, Malaysia and Kenya1 Richard Powell College of Economics, Nihon University, Misaki-cho 1-3-2, Chiyoda-ku, Tokyo 101-8360 Japan Thispaper seeks to provide historicalcontext for discussions of languageplanning in postcolonialsocieties by focusing on policieswhich haveinfluenced language in three formerBritish colonies. If wemeasure between the convenient markers of John Cabot’s Newfoundland expeditionof 1497and the1997 return of Hong Kong toChinesesover- eignty,the British Empire spanned 500years, 2 and atitsgreatest extent in the1920s covereda fifthof theworld’ s landsurface. Together with the economic and military emergenceof theUnited