This study analyzes the expression of Maugham's ironic vision in his short stories set in the South Seas and Southeast Asia. Through point of view, setting, character, and plot, Maugham explores the dialectic of expectation outcome, hope-disappointment, and illusion-reality. In the exotic short stories, not only do Maugham's characters confront this dialectic, but readers do as well. Using irony as a heuristic, Maugham prods his readers into rethinking unexamined assumptions about human nature and about the often disillusioning repercussions of clinging to ideals or having unrealistic expectations of life.The narrative voice in Maugham's stories, whether that of the omniscient or the dramatized first-person narrator, draws attention to the discrepancy between the ideal and the actual, using irony to highlight characterization as people are shown to be something other than they might be or what they are. Further, the narrators also establish a context for irony by inviting readers to share their insights on characters and conflicts, thereby emphasizing their distance from the characters who speak and act in ignorance of the actual state of affairs.Relying upon the conventions of realism, which assumes that man may find his destiny shaped by his responses to an environment, and using that environment to achieve artistic ends, Maugham demonstrates that setting generates irony as it precipitates tension, conflict, and sudden revelations of character. In other instances, the irony grows from Maugham's explorations of his characters' expectations of the exotic settings, suggesting that the tropical paradises are places of nightmares, as well as dreams.The volatile combination of setting and character often erupts in shocking plot reversals that have become the hallmark of Maugham's narrative techniques. The ironies of plot surface as characters and the first-person narrators confront realities that have been hidden or that have been denied. In many cases, the characters and the narrators have allowed their ideals or expectations to mislead them or cloud their judgment. Other plot ironies occur with the frame stories, as the narrators connect the fictive world of the story to the factual world of the reader, thus juxtaposing the ironic dialectic of reality and fiction.Throughout the exotic short stories, the designs of Maugham's narrative technique suggest that irony effectively expresses his philosophic stance on the ambiguity of human motives and the futility of idealism. / Department of English

This study is the latest in a series done at Ball State Univeristy on the Angell Papers, the entire collection of personal papers and other materials which Sir Norman Angell presented to the school in 1961. The present study focuses on Angell's activities from July 1940 through December 1945 when Angell was in the United States--unofficially representing the British government--to promote Anglo-American friendship and cooperation.When war broke out in 1939, the British government, principally the Foreign Office and the Ministry of Information, immediately recognized the need to promote pro-British sentiments in the United States. But they also recognized the desirability of keeping a "low profile" in deference to American sensitivities and suspicions about the alleged role of British propaganda in the United States entry into World War I. Angell, and other private British citizens with established contacts and reputations in the United States, were thus chosen to conduct a campaign of unofficial propaganda in America. As a tireless lecturer and writer, Angell used every means at his disposal to communicate his basic message: Britain's historic role in preserving United States security.Initially, that message consisted of an unrelenting assault on the isolationist/non-interventionist position. After Pearl Harbor, it increasingly focused on cementing for the postwar era the level of war-enforced Anglo-American cooperation by interpreting to Americans those features of English life most likely to be sources of misunderstandings and resentments: feudal remnants in the political and social structures, the Empire, and Labourite Socialism. Finally, as the war moved into its latter phases, Angell increasingly recognized those of the political Left as constituting a greater threat to postwar Anglo-American cooperation--which he regarded as the sine qua non of an effective collective security system and future peace--than did those of the nationalistisolationist Right. He became especially concerned about the Left's desire to promote socio-economic revolutionary change in the midst of war, even at the expense of maintaining essential wartime unity or postwar stability. He was equally concerned about the Left's attitude toward the USSR, fearing the reappearance of an appeasement policy which would as surely result in still another war as that of the 1930s had.The nature of historical evidence does not permit a conclusive evaluation of Angell's impact on Americans' thinking. But it might be justly said that, operating from a private station, Angell did as much as any one man could to advance the cause of international understanding and peace.

The experimental choral psalm settings of Charles Ives (1874-1954) show rhythmic, melodic, and harmonic innovations that pre-date many of his composing contemporaries such as Schonberg and Stravinsky. Of these works, only Psalm 67 is performed regularly. Regardless of their historical significance, the remaining experimental settings; Psalms 14, 24, 25, 54, 100, 135, and 150 are rarely performed due in part to their level of difficulty.This study presents a series of learning sequences for these psalm settings that can be implemented into typical rehearsal periods for advanced or auditioned choral ensembles. The sequences includes choral exercises and drills that introduce pertinent scalar and tonal structures, harmonic considerations, and varying rhythmic patterns. Various techniques are applied including musical chunking and octave displacement.A preliminary study was performed for the learning sequences designed for portions of Psalm 25. Participants and observers found the learning sequences to be effective in fostering an efficient use of rehearsal time. Revisions to the sequences were made according to suggestions from choral music faculty observers and completed participant questionnaires. Upon completion of the revisions for the method for Psalm 25, similar learning sequences were developed for the remaining psalm settings. Gregg Smith, conductor of the Gregg Smith Singers and editor of the psalm settings, was also interviewed regarding his editing, rehearsing, and performing experiences with these works. / School of Music

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This thesis embraces a cross-disciplinary approach to the examination of Jewish body culture, and integrates aspects of Jewish studies with new theories of gender and visual culture, thus contributing specifically to the field of Jewish body culture in relation to the visual arts. It demonstrates that at the fin de si??cle the Zionist artist, Ephraim Moses Lilien, integrated Nordau's concept of 'Muscular Jewry' and Buber's notion of a 'Jewish Cultural Renaissance' in order to figure the 'New Jew'. It establishes that Lilien's figuring of 'Muscular Jewry' as a visibly athletic, explicitly heterosexual, male body, bearing Jewish distinction, was developed as a crucial strategy to overcoming the twin dilemmas of Jewish alterity: antisemitism and assimilation. By proving that Lilien's art serves as a crucial model for both regenerating the Jewish male body and resisting antisemitic projections of decadence and degeneracy, this thesis expands upon current scholarship. It applies Margaret Olin's theory of ' visual redemption' to Lilien's figuring of the 'New Jew' and Daniel Boyarin's articulation of Homi Bhaba's Post-Colonial theory of mimicry as imitation, inversion and resistance to determine how Lilien's images functioned as an art of resistance against the dominant Christian European culture. By demonstrating how Lilien drew upon the modern and rebellious Jugendstil to figure the 'New Jew' and produce a new, defiant and authentic Jewish visual culture, this thesis proves he transformed the image of the diaspora Jew into the New Hebrew or Israeli tsabar, forty years before it became part of Israeli identity. Nevertheless, this thesis also uncovers the double-binded predicament inherent to Lilien's quest; despite his attempt to use mimicry of the athleticised, hyper-masculine, genetically pure, normative body as a strategy to resist antisemitic rhetoric and invert its projection, the closest parallel to Lilien's figure of 'Muscular Jewry' remained this same image which became instrumental to eugenic campaigns across Europe, particularly in Nazi Germany. Ultimately what is exposed by this thesis is the illusion underpinning Lilien's figuring of the 'New Jew'; that the Christianised Eurocentric body culture, designed to eradicate decadence, degeneration and Semitism, could resolve the problematic struggle for a Jewish national identity.

Inaug. _ Diss.: Katholisch-theologische Fakultät: München: 1973. _ Bibliogr. p. 291-313. Index.

Made available in DSpace on 2014-06-11T19:33:29Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-03-03Bitstream added on 2014-06-13T20:25:04Z : No. of bitstreams: 1 trevisan_ta_dr_mar.pdf: 1017185 bytes, checksum: 8429583be79b55a9dad34708904ada56 (MD5) / Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Visando a contribuir para a história da formação de professores no Brasil e para aspectos ainda pouco explorados da história das disciplinas escolares, desenvolvi pesquisa de doutorado com o objetivo de compreender a história da disciplina Pedagogia no currículo dos cursos de formação de professores das escolas normais do estado de São Paulo, entre 1874 e 1959. Para o desenvolvimento dessa pesquisa, optei por abordagem histórica do tema, centrada em pesquisa documental e bibliográfica, por meio de procedimentos de localização, recuperação, reunião, seleção, ordenação de documentos fontes e de análise da configuração textual do documento selecionado como corpus da pesquisa, pelo seu caráter emblemático. Para apresentar o desenvolvimento da disciplina Pedagogia apoiei-me em documentos, tais como: manuais de ensino de Pedagogia, programas, atas, provas, ofícios e outros documentos. O documento emblemático intitulado O futuro da pedagogia é scientifico, publicado em 1914 e escrito por Oscar Thompson, possibilitou compreender a disciplina Pedagogia em dois momentos. O primeiro, de 1874 a 1900, refere-se a primeira vez que essa disciplina aparece no currículo das Escolas Normais do estado de São Paulo até o momento em que se iniciam modificações nesse currículo relativas as novas bases que iriam guiar o desenvolvimento da disciplina, a partir do século XX. O segundo momento se estende de 1900 a 1959 quando, então, a disciplina Pedagogia aparece pela última vez no currículo das Escolas Normais do estado de São Paulo. É nesse segundo momento ainda que a Pedagogia se constitui e se consolida como disciplina. Os resultados dessa pesquisa indicam que, ao longo do tempo, essa disciplina apresentou mudanças e permanências em sua organização e estrutura e no seu conteúdo e ensino... / Aiming to contribute to the history of teacher training in Brazil and to aspects that have not been well explored in the history of school subjects, I developed this doctorate research with the purpose of understanding the history of Pedagogy as subject in the school curriculum of teacher training courses in normal schools in the State of São Paulo between 1874 and 1959. In order to develop this research, I opted for a historical approach of the topic, focused on documental and bibliographic research through the location, recovery, assemblage, selection, arrangement and analysis of the source documents and analysis of the textual configuration of the document selected as research corpus for its emblematic character. To present the development of Pedagogy as discipline, the following documents have been used as support: Pedagogy teaching manuals, programs, minutes, exams, official letters and other documents. The emblematic document entitled O futuro da pedagogia é scientifico [The future of Pedagogy is scientific], written by Oscar Thompson and published in 1914, has allowed the understanding of Pedagogy in two moments. The first, from 1874 to 1900, refers to the first time this discipline became part of the curriculum of Normal Schools in the State of São Paulo, until the moment changes started being made in this curriculum concerning the new bases that would lead the development of discipline from the 20th century. The second moment goes from 1900 to 1959, when Pedagogy was listed in the curriculum of Normal Schools in the State of São Paulo for the last time. It is still in this second moment that Pedagogy is constituted and consolidated as discipline. The results of this research point out that this discipline has shown changes and permanence in its organization and structure and teaching content along time... (Complete abstract click electronic access below)

Made available in DSpace on 2014-06-11T19:33:30Z (GMT). No. of bitstreams: 0 Previous issue date: 2013-02-27Bitstream added on 2014-06-13T20:25:04Z : No. of bitstreams: 1 pereira_bc_dr_mar.pdf: 1210242 bytes, checksum: 2c6a4ab2dc9419d33cb1ae6162c4c6b1 (MD5) / Com o objetivo de contribuir para a produção de uma história da formação de professores para o ensino inicial da leitura e da escrita no Brasil, focalizam-se, nesta tese, os saberes prescritos (teóricos, metodológicos e práticos) para os alunos habilitados pela Escola Normal da Província de São Paulo, entre 1874 e 1889. O marco inicial da pesquisa refere-se ao primeiro Regulamento da Escola Normal desta capital, expedido em 9 de maio de 1874, por João Theodoro Xavier, Presidente da Província de São Paulo, no qual localizou-se menção para ensinar normalistas a ensinar leitura inicial e a escrita. O marco final refere-se ao Decreto N.27, expedido pelo Governador do Estado de São Paulo, Prudente José de Moraes Barros, publicado em 12 de março de 1890, que Reformou a Escola Normal e converteu em Escolas Modelos as Escolas Anexas. Esse documento marca a passagem do Império para a República e a chegada de “novos tempos” para essa escola e sua nova geração. Essa passagem representa um olhar admirado para o “novo mundo” e sua produção cultural e pedagógica e certo distanciamento do brilho das luzes do “velho mundo”, em especial das lumières françaises. Mediante abordagem histórica, centrada em pesquisa documental e bibliográfica desenvolvida por meio da utilização de procedimentos de localização, recuperação, reunião, seleção e ordenação de fontes documentais e bibliografia especializada sobre o tema, selecionou-se como corpus documental: o Regulamento da Escola Normal desta capital (1874); Regulamento da Escola Normal de São Paulo (1880); Drecreto N.27 – de 12 de março de 1890 Reforma a Escola Normal e converte em Escolas Modelos as Escolas annexas; Cours pratique de pédagogie (1851), de Jean Baptiste Daligault; Traité de pédagogie scolaire (1897), de Carré et Liquier ; e Cours de Pédagogie théorie et pratique (1885)... / Aiming to contribute to the production of a history of teacher education for the initial teaching reading and writing, in Brazil, it is focalized in this thesis the prescribed knowledge (theoretical, methodological and practical) for the students of the Normal School of São Paulo Province, between 1874 and 1889. The initial landmark refers to the first Regulamento da Escola Normal desta capital, dispatched on May 9th, 1874, by João Theodoro Xavier, President of São Paulo Province, on which it was found the mention to teach the students to teach reading and writing. The final landmark refers to Decreto N.27, dispatched on March 12th, 1890, by Prudente J. de Moraes Barros, São Paulo State Governor. This document was responsible for reforming the São Paulo Normal School and converted the model schools in attached schools. Furthermore, this document indicates the brazilian transition form Empire to Republic and the arrival of new times for this School and your new generation. This change represents an admirable look to the new world and its cultural and pedagogical production and a certain distance from the brigh lights of the old world, especially of the lumières françaises. By means of historical approach, focusing on documentary and bibliographical research, using procedures such as locating, recovering, assembling, selecting and ordering textual references, it was selected as documentary source: Regulamento da Escola Normal desta capital (1874); Regulamento da Escola Normal de São Paulo (1880); Drecreto N.27, de 12 de março de 1890 Reforma a Escola Normal e converte em Escolas Modelos as Escolas annexas; the textbook Cours pratique de pédagogie (1851), by Jean Baptiste Daligault; the textbook Traité de pédagogie scolaire (1897), by Carré et Liquier; and the textbook Cours de Pédagogie théorie et pratique (1885), by Gabriel Compayré... (Complete abstract click electronic access below)

En primer lugar, se pretende observar la dinámica operativa del espacio judicial en lo criminal, para comprender la formación de una determinada antropología criminal. Sólo así, se estará en condiciones de evaluar las prácticas de enjuiciamiento criminal, en la jurisdicción de la capital a fines del siglo XIX, como instancias de definición de una alteridad humana. Posteriormente, se buscará estudiar el papel de esta definición del sujeto criminal, en la necesidad punitiva de legitimar la ampliación creciente de su ofensiva sobre la sociedad. Particular atención merecerá el papel de la medicina legal a través de las nociones asimiladas de la psiquiatría y criminología positivista europea como horizontes científicos de legitimación.