The ability to see the beauty that is all around us in the world is a matter of training. We call this ability appreciation. It is an attitude of mind that brings much joy to the possessor. Appreciation must be definitely taught if the children are to no- quire such an attitude of mind, which is not an accidental by-product of any and all art instruction, as many art teachers in the past have considered it, but is the outcome of a definite teaching method. It is possible to confine one's teaching to the presentation of facts, making the procedure a scientific accumulation without producing the slightest feeling of appreciation for art values. Therefore, in this course of study prepared especially for ninth year students of the junior high school Sacramento, the teaching method is to be considered as well as the material used. In order that there may be desirable outcomes or results there must be aims and objectives. Aims are general statements assumed to be true until proven false. Objectives are more specific and help to make the general aim usable.

Our American school system with its distinction between elementary and secondary schools grew out of European tradisione. The history of secondary education in America abone that there have been three periods of development, each characterized by a dietinot type of school. As our colonial policies were shaped by Europeans, naturally our schools were organized to confora with the European institutions; and the Latin grammar school was the dominant institution for secondary education in American until the middle of the eighteenth century. During the Revolutionary period there was a tendency to turn from the school fostering social distinction to one more democratic in nature; and the private academy arose to supply training demanded by the social and economic needs of the tines. The next logical step extended public support and control to an institution combining the beet characteristics of the Latin grammar school and the academy resulting in the establishment of the first its high school in 1621. School officials and school patrons of the present str have united in an attempt to develop a national policy to education and at the same time to adapt established schools to individual localities.

This paper attempts to relate institutions from two very different cultures. The institution of the analytical psychologist has developed in the Western world in the last sixty years. The institution of the Hindu "guru" or spiritual guide developed in the East several thousand years ago. Yet the two institutions have many similarities once superficial differences have been bridged. First, a modern Western psychologist must admit that psychology is not divided absolutely from philosophy and religion If they are viewed simply as expressions of the human psyche. The view that the science of psychology was only free to develop after it had cut itself free from philosophy holds an important truth, yet in meaningless within the more synthetic pattern of thinking typical in Asia. Secondly, there are difficulties or terminology, on both sides. The terminology or analytical psychology are often even to another school of psychology.

Joseph Haydn was born in 1732 and died in 1809, a period spanning the lifetimes of the elder Bach and Beethoven. During his seventy-seven years he wrote at least fifty-two keyboard sonatas, eighty-three string quartets, one hundred-eight symphonies, many masses, divertimenti for instrumental ensembles, operas, cantatas, concert!, oratorios, songs, instrumental trios, and almost as many works in other categories. It was only in 1957, after this present project had begun, that a complete catalogue of Haydn's works began to appear in print. At this writing the first of three volumes by Anthony van Hoboken has been published. Considering that Kochel 's comparable work on Mozart has been available for ninety-seven years, it is apparent that research about Haydn's work has been impaired by the lack of such a reference. This paper deals with some of the aspects of one of the major contributions ascribed to Haydn—the Sonata allegro form. For reasons to be explained later, the analysis is concentrated on the so-called second or subordinate subject. A thorough survey of the literature was undertaken, and such materials as were pertinent are quoted at the appropriate points in the thesis. To the writer's knowledge, no other work exists which deals explicitly with the problem of the second subject in Haydn's sonata-allegro form. However, he has drawn upon the studies of scholars who have investigated related problems. The sonata-allegro form is worthy of continuing investigation.

While there is an understandable reticence on the part of critics of contemporary American literature to make definitive judgements, there does seem to be a general consensus that the novels of Saul Bellow represent the contemporary American novel at its best. Moreover, this consensus comes not only from critical journals with an exclusive and limited circulation, it also is to be seen in publications of wider appeal, the weekly news magazines and the book reviews of daily newspapers. What is even more astonishing is that the reading public seems to agree with the critics and book reviewers; at this writing, Bellow's Herzog is a "best-seller." To reveal the greatness of man that is founded upon his subangelic nature--this is Saul Bellow's announced intention. To the extent that he reveals such a being, and how he creates that being are the subjects of this study. It is important to understand, however, that this is not a philosophical treatise. Nor has it to do with sociology, nor with psychology. It is a literary study, and as such is concerned with the "how" of Saul Bellow's characters. We would, of course, expect to gain a greater appreciation of his people through this study, more understanding of their well springs and motivations, but the emphasis is to be on Bellow's art. In any case, with the approach of "technique as discovery," to use Mark Schorer's term, it is hoped that an examination of the novels of Saul Bellow published to date will serve to illuminate his strictures on the subangelic figure, as well as to clarify what seems to be one of the major literary achievements of our times.

Public relations programs have been generally characterized as having as their purpose the indoctrination of the public along lines favorable to a commodity, a service, or an idea. In education, there seems to be a growing realization that the function of a public relational program in the school system is the utilization of all of the agencies of a community toward the end of accomplishing the objectives of the public schools. This realization has been further stimulated as educators have recognized that isolation from the community is often detrimental to the aims of the schools. In broadening the scope of education to meet the requirements of our complex, interdependent social structures, it becomes increasingly important that the attention of the community be drawn to the schools.

Despite increasing interest in the interface between emotion word processing and bilingualism, the representation of valence during emotion word processing in the bilingual brain remains unclear. In the present study, we used functional near-infrared spectroscopy (fNIRS) to investigate the neural correlates of written emotion words in a first (L1) and a second (L2) language. Native English (16) and native Chinese (16) bilingual participants rated emotion words in their first and second language while we recorded their brain activity. Our results show distinct neural processing patterns between L1 and L2, with the former eliciting increased overall activation in the dorsolateral prefrontal cortex (DLPF) during an emotional rating task. Our results suggest increased neural activity in the left hemisphere for positive words and the right hemisphere for negative words during L1 processing. Intriguingly, we observed the opposite pattern during L2 processing. Emotion condition elicited a statistically significant difference in ratings and response times across groups. Implications for research on bilingualism and emotion are discussed.

In convention speeches and inaugural addresses, presidential candidates and newly-elected presidents attempt to persuade listeners to vote for and support them. One persuasive tool that they use in these speeches is metaphor, considered a fundamental form of reasoning (Lakoff & Johnson, 1980). The present study focuses on three conceptual metaphors (POLITICS IS WAR, POLITICS IS A JOURNEY, and POLITICS IS LOVE) used in 40 speeches given by American presidents from 1944 to 2021 in order to see if there are differences in metaphor usage across political party (i.e., Democrat and Republican) and across speech type (i.e., nomination acceptance and inaugural address). All speeches were double-coded for the three metaphors by a group of trained raters, and the average count for each metaphor type per speech was found using a many-facet Rasch measurement. Mixed-effects regressions were then conducted to determine differences across political party and speech type. No quantitative differences were found in the use of these metaphors, suggesting the possibility that these speeches represent a genre of political discourse with particular patterns of metaphor usage. Some qualitative differences between political party and speech type are discussed, as well as limitations and future directions for research.

Prosody is known in linguistics as the "suprasegmental" features of language such as syllable stress and intonation. It is also known in the fields of poetics and musicology with alternate definitions and modeling practices. Concepts of prosody are further compounded when considering prosodic phenomena throughout the languages of the world. While the resulting lack of a universal concept of prosody may be tolerable in such a variety of paradigms, there is one paradigm that requires a unified model of prosody. This is the paradigm of hymn translation, which requires prosodic features to align not only musically, poetically, and linguistically, but also cross-linguistically. This thesis compiles existing practices of prosodic modeling in all these areas as well as the prosodic phenomena of a hymn corpus in order to construct a unified model of prosody that can guide the alignment of prosodic features when translating hymns. Though principally designed for the practical purpose of hymn translation, this model also offers theoretical considerations for the definition, nature, and modeling of prosody.

This thesis contributes to the discussion of register variation within Egyptian Arabic by focusing on the usage of verbs in blogs and transcripts of movies and television. Register variation has been extensively researched for English as well as several other languages; yet, the lexical and grammatical features that distinguish registers of Egyptian Arabic have not been analyzed. Several challenges have prevented such an analysis, among them the perceived lack of an automatic annotator and the uncertainty of results. In order to overcome these challenges, two corpora were compiled: one containing texts from blogs and the other transcripts of movies and television shows. With each corpus representing a potential register of the dialect, the verbs in each corpus were lemmatized and semi-automatically annotated for either aspect or mood. The verbs were then counted according to lemma, aspect, and mood in order to determine the extent of variance between the two corpora. The effectiveness of the state-of-the-art automatic annotator was also evaluated by comparing the counts it provided to those produced from corrections of its output. This thesis found that verbs are in fact used differently in the two corpora suggesting register variation and identified potential verbal features characteristic of each register. It also found that the automatic tagger produced counts that lead to the same conclusions as the corrected annotation.