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Aesthetic Universals in Neil Gaiman’s Post-Postmodern Mythmaking

Abstract

Aesthetic theory, as reflected in both contemporary cognitive (Patrick Colm Hogan) and more traditional structuralist criticism (H.G. Widdowson), points to the dynamics between familiarity and surprise as the driving force behind the pleasure we derive from reading fiction. This paper explains how Neil Gaiman’s works, particularly his novel Neverwhere, utilize genre expectations and reinvent mythologies in order to captivate audiences in the current age of unprecedented access to information and a rather superficial intertextuality. The paper draws on Brian Attebery’s analyses of the literature of the fantastic to place Gaiman within the context of both modernist and postmodernist legacies, while proposing that his works could be best understood as representative of the current cultural paradigm, sometimes labelled as the pseudo-modern or post-postmodernism. The discussion of the shifting paradigm is used as a backdrop for the scrutiny of the devices employed in Gaiman’s writing: the pre-modern focus on storytelling, prototypicality, modernist “mythic principle”, postmodernist textual strategies, and utilization of current technologies and mass-communication media.

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Early Modern Cultural Hybridity: Bartholomew Fair as a Heterotopia of Hamlet

Works Cited Appadurai, Arjun. Modernity at Large: Cultural Dimensions of Globalization. Minneapolis, MN and London: University of Minnesota Press, 1996. Print. Barker, Timothy Scott. Time and the Digital: Connecting Technology, Aesthetics, and a Process Philosophy of Time . Hanover, NH: Dartmouth College Press/University Press of New England, 2012. Print. Barker, Timothy Scott. “Media Ecology in Michel Serres’s Philosophy of Communication.” Techné: Research in Philosophy and Technology, vol. 19, no. 1. 2015: 50–68. Print. DOI: 10

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Ars Aeterna
Literary Studies and Humanity
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Terminology as a Specific Carrier of Information

Abstract

This paper deals with terminology as a characteristic feature of the language used in science and technology. The lexical units in question serve the communication needs and demands of particular discourse communities, i.e., experts in different branches of science and specializations. Terminology precisely describes reality, carries specific information on the phenomena and relationships between them and helps to avoid shifts in meaning during the process of communication. In comparison with other spheres of life where shifts in meaning are common, in science and technology, changes in the information transferred are unacceptable and may lead to serious consequences. This paper focuses on various aspects and approaches to this part of the lexical system. Examples from the English language for Electrical Engineering and Communication Technologies provide an insight into different criteria for classifying units as terms, lexical patterns and semantic relationships between the individual constituents. Other features, qualities and functions of terminology, such as the stabilizing reality, interconnection between explicitness and implicitness or description of progress reflecting a unique attitude to reality are also discussed.

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Full Access to Cultural Spaces (FACS): Mapping and evaluating museum access services using mobile eye-tracking technology

Interaction.” In Curator: The Museum Journal, vol. 34, no. 4, pp. 273-290. De Lauretis, T. 1987. Technologies of Gender: Essays on Theory, Film and Fiction. Bloomington: Indiana University Press. Díaz Cintas, J. 2005. “Audiovisual Translation Today - A Question of Accessibility for All.” In Translating Today vol 4, pp. 3-5. Díaz Cintas, J., Orero P., and Remael, A. 2007. “Media For All: A Global Challenge.” In: Díaz Cintas, J., P. Orero and A. Remael (eds.) Media for All: Subtitling for the Deaf, Audio Description, and Sign

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Teaching Reading and Writing Skills to Young Learners in English as a Foreign Language Using Blogs: A Case Study

University. Fessakis, G., Tatsis, K., & Dimitracopoulou, A. (2008). Supporting Learning by Design Activities Using Group Blogs. Educational Technology and Society , 11, 4, 199-212. Grabe, W., & Stoller, F. (2011). Teaching and Researching Reading (2 nd ed.). Routledge. Hall, T. (2002). Differentiated Instruction: Effective Classroom Principles. NCAC. Hathorn, L., & Ingram, A. (2002). Engagement in Online Learning Communities. Journal of Educational Computing Research, 26, 3, 325-347. Heacox, D. (2012). Differentiated Instruction in

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Teaching Medical English through Professional Captioning Videos

Processing . London: Lawrence Erlbaum Associates. Džuganová, B. & Balková, D. (2011). Ako zlepšiť počúvanie s porozumením pri výučbe cudzieho jazyka v odbore ošetrovateľstvo. Teória, výskum a vzdelávanie v ošetrovateľstve. Vyd. 1.. Martin: Univerzita Komenského v Bratislave, Jesseniova lekárska fakulta, 29-35. Retrieved from https://www.jfmed.uniba.sk/fileadmin/jlf/Pracoviska/ustavosetrovatelstva/Konferencia-zbornik-program/2011-konferencia-fulltextweb.pdf Džuganová, B., & Barnau, A. (2017). Interactive technologies in foreign language teaching. CASALC

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Diluted Blood: Identity and the Other in Three Novels by Doeschka Meijsing

en nostalgie literatuur, foto‘s en films. Amsterdam: Prometheus Bert Bakker. Plate, Liedeke, en Anneke Smelik. 2009. “Introduction: Memory/Counter-memory.” Technologies of Memory in the Arts. Eds Liedeke Plate, en Anneke Smelik. New York: Palgrave Macmillan. 71-73. Said, Edward W. 2003[1978]. Orientalism. London: Penguin Books. Snead, James A. 1986. Figures of Division. William Faulkner‘s Major Novels. New York: Methuen. Staunæs, Dorthe, en Dorte Marie Sondergaard. 2011. “Intersectionality: A

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