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Every text is penned with an intention and semantical analysis is deciphering this intention. It attracts the addressee to uncover it and manifests itself in the forms of such acts as ‘promising’, ‘warning’, ‘reminding’, ‘informing’, ‘commanding’, ‘banning’, etc. But the author of the text does not just articulate all these but also wishes to create a realm of actions through these abstract words. So warning requires fear; and discussion requires conviction. Every word has an active counterpart in this process. In this case meaning is related to the text, and action is related to the reader. In other words we have one text but many manifestations of the text. These manifestations are activated through addressees in different contexts. The full interpretation/manifestation of the text is realized only with the full actualization of these contexts. And the semantic multiplicity of the text arises as the requirement of these conditions. Our presuppositions in terms of the Qur’an and its interpreter are as follow: 1-Any Qur’anic term creates a conception about God. For every discourse gives the clues about the author. 2-The term regards the addressee. This in the basis of the conception about the reader. 3-The term thirdly considers the outer reality which is the basis of objectivity. 4-And finally this term regards other Qur’anic terms which is the basis of internal compatibility and logic of the text, Her metin, içinde bir niyet barındırır. Semantik tahlil de bu niyetin açığa çıkarılmasının aracıdır. Bu niyet, ‘vaat’, ‘uyarı’, ‘hatırlatma’, ‘bilgi verme’, ‘emretme’, ‘yasaklama’ gibi formlar kullanır. Bu formları kullanan irade bununla sadece soyut bir kurguda bulunmaz aynı zamanda söz konusu formlar üzerinden bir eylemler alanı yaratmak ister. Zira uyarı korkuyu, müzakere iknayı getirir. Her soyut olanın somut sonuçları böylece tezahür eder. Bu durumda anlam metinle, eylem okuyucuyla ilgilidir. Başka bir ifadeyle ‘tek metin’, ‘çok tezahür’ söz konusudur. Bu tezahürler, muhatap tarafından farklı bağlamlarda etkinleştirilirler. Metnin tam yorumu/tezahürü onların etkinleşmesini sağlayan şartların yani bağlamların gelip çatmasıyla gerçekleşir. Metnin semantik çok katmanlılığı da bu çoklu şartların bir gereği olarak ortaya çıkar. Metin ve yorumcu ilişkisini Kur’an bağlamında ele aldığımızda temel varsayımlarımız şunlardır: 1-Bir Kur’an terimi, öncelikle bizde Allah hakkında bir tasavvur oluşturur. Zira her konuşma (ḫiṭāb), öncelikle konuşan (ḫaṭīb) hakkında ipucu verir. 2-Bir terim ikinci olarak, hedeflediği zihni/muhatabı dikkate alır. 3-Bir terim üçüncü olarak nesnelliğin temeli olan dış gerçekliği dikkate alır. 4-Dördüncü olarak bir terim, Kur’an’da başka bağlamlarda kullanılan terimleri de dikkate alır. Bu, metin mantığı/tutarlılığı dediğimiz şeydir

This thesis was submitted for the degree of Docter of Philosophy and awarded by Brunel University. This thesis concerns the novelist John Fowles and analyses his seven novels in the order in which they were written. The study reveals an emergent artistic trajectory, which has been variously categorized by literary critics as postmodern. However, I suggest that Fowles's work is more complex and significant than such a reductive and simplistic label would suggest. Specifically, this study argues that Fowles's work contributes to the reinvigoration of the novel form by a radical extension of the modernist project of the literary avant-garde, interrogating various conventions associated with both literary realism and the realism of the literary modernists while still managing to evade a subjective realism. Of particular interest to the study is Fowles's treatment of his female characters, which evolves over time, indicative of an emergent quasi-feminism. This study counters the claims of many contemporary literary critics that Fowles's work cannot be reconciled with any feminist ideology. Specifically, I highlight the increasing centrality of Fowles's female characters in his novels, accompanied by a growing focus on the mysterious and the uncanny. Fowles's work increasingly associates mystery with creativity, femininity, and the mythic, suggests that mystery is essential for growth and change, both in society and in the novel form itself, and implies that women, rather than men, are naturally predisposed to embrace it. Fowles's novels reflect a worldview that challenges an over-reliance on the empirical and rational to the exclusion of the mysterious and the intuitive. I suggest that Fowles's novels evince an increasingly mythopoeic realism, constantly testing the limits of what can be apprehended and articulated in language, striving towards a realism that is universal and transcendent. The Franklin University who helped financially via the Pete Giuliani Award

In the field of chemistry there has been considerable interest in discovering the reasons why many students have great difficulty in successfully developing a scientifically accepted understanding of chemical equilibrium. Research projects influenced and inspired by constructivism have been invaluable for identifying alternative conceptions that may turn into obstacles to meaningful learning of fundamental ideas regarding chemical equilibrium. Research findings provide evidence that misunderstandings of and related to chemical equilibrium are widespread at various levels of education, including prospective chemistry teachers. Language used in textbooks may give rise, or reinforce student alternative conceptions and research findings point to a direct relationship between language used in textbooks and some of the alternative conceptions students develop at various levels of school chemistry. Some of the students’ alternative conceptions already identified, and available in literature, were the basis of an instrument devised to analyse chemistry textbooks used in secondary and tertiary education. This paper presents and discusses typical problematic language found in student textbooks in the light of students’ current frameworks of understanding as described in literature. [Chem. Educ. Res. Pract. Eur.: 2000, 1, 227-236]