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Minor Greene eller Major Greene? : En studie av berättarteknik, tematik och intertextualitet i Graham Greenes roman Doctor Fischer of Geneva or The Bomb Party / Minor Greene or Major Greene? : A study of narratology, theme and intertextuality in Graham Greene's novel Doctor Fischer of Geneva or The Bomb Partypaetau, robert henrik January 2013 (has links)
kandidat examen
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An African in Paris ... and New York and Rome Bernard Dadié and the postcolonial travel narrative /Nicole, Cesare. January 2007 (has links)
Thesis (M.A.)--Villanova University, 2007. / English Dept. Includes bibliographical references.
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America and the Americans in postwar British fiction an imagological study of selected novelsDitze, Stephan-Alexander January 2004 (has links)
Zugl.: Vechta, Hochsch., Diss., 2004
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Theological implications of suffering children in teaching four novels by Dostoevsky, Camus, Golding, GreeneSchwab, Gweneth Boge. Duncan, Robert L. January 1982 (has links)
Thesis (D.A.)--Illinois State University, 1982. / Title from title page screen, viewed April 11, 2005. Dissertation Committee: Robert Duncan (chair), Stan Renner, Glenn Grever, Walter Pierce, Niles Holt. Includes bibliographical references (leaves 239-250) and abstract. Also available in print.
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"Falling to a devilish exercise" the occult and spectacle on the Renaissance stage /Confer, Shayne. January 2009 (has links)
Thesis (Ph.D.)--Duquesne University, 2009. / Title from document title page. Abstract included in electronic submission form. Includes bibliographical references (p. 163-175) and index.
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Retreat into wilderness a study of the travel books of five twentieth century British novelists /Riesen, David Herman, January 1900 (has links)
Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.
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Elever med problematisk skolnärvaro- elevers röst och specialpedagogers erfarenheter speglas för att framgent kunna implementera förmedlade framgångsfaktorer. / Students with problematic school attendance- students voices and special educators experiences are reflected in order to be able to implement mediated success factors in the future.Håland Häger, Cecilia, Söderlund, Christina January 2020 (has links)
I denna kvalitativa studie har valet av beteckningen problematisk skolnärvaro baserats på ett salutogent förhållningssätt där ett hälsofrämjande arbete åsyftas. Syftet med studien är därav att kartlägga framgångsfaktorer för en ökad skolnärvaro. Utifrån före detta elevers erfarenheter av en problematisk skolnärvaro, specialpedagogers erfarenhet och en kompetens av framgångsfaktorer med målet att implementera dem framgent i verksamheten. Samt att därigenom hitta kopplingar som kan bidra till ett kvalitetssystem, som framgent kan kvalitetssäkra ett arbetssätt. Enligt en kunskap om hjärnans processer, omgivningens påverkan, bemötandets inverkan och goda relationsbyggen infinner sig möjlighet till att vinna framgång. Resultatet av studien diskuteras utifrån tidigare forskning av Bronfenbrenner- och Greene. Bronfenbrenners modell ger ett verktyg för att upptäcka faktorer som påverkar utvecklingen. Den utvecklingsekologiska modellen visar på hur elevens utveckling influeras av det integrerande sammanhanget i olika nivåer som är relaterade till individ-, samhälls- och organisationsnivå. Greenes CPS-modell innefattar verktyg som kan identifiera problematiken som är frustrationsbildande för eleven och som tillhandahåller riktlinjer för att tillsammans med eleven hitta möjligheter att bemöta problematiken. Detta inverkar på elevernas förutsättningar att kunna deltaga i samtal och påverka sina studiers utformning framgent.
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Andas och centrera : Att lära sig hantera nervositet som musiker och trumpetareLygner, Frida January 2022 (has links)
Syftet med detta konstnärliga examensarbete var att undersöka och utvärdera metoder för att, som musiker och trumpetare, hantera nervositet i samband med utmanande situationer, som exempelvis provspelningar och konserter. Det utfördes konkret genom instudering och analys av Oskar Böhmes trumpetkonsert i f-moll (Op. 18), ett verk som är musikpsykologiskt utmanande på grund av speltekniskt svåra passager. Studien genomfördes metodiskt genom instudering av verket i kombination med litteraturstudier och intervju med trumpetlärare. Genom identifikation av svårigheter i stycket (tonhöjd, tempo, andningssvårigheter, skalor och ackord, språng, flex, samt flera av dessa aspekter samtidigt) och sätt att lösa och hantera dem med hjälp av litteraturstudierna och intervjun, framkom ett resultat som indikerar att det finns effektiva metoder för att hantera nervositet för musiker och trumpetare. Utifrån resultaten kan följande slutsats dras: det är möjligt att med hjälp kognitiva metoder ändra sina tankebanor och på så sätt kunna hantera sin nervositet. / <p>Karl Jenkins (2000) Salm O Dewi Sant</p><p>Henri Tomasi (1948) Trumpetkonsert Allegro Nocturne: Andantino Finale: Allegro </p><p>Peter Longworth (2019) Neko; Meowing, Pacing, Purring</p><p>Paus </p><p>Stanley Friedman (1975) Solus Introduction, Furtively, Scherzando and Waltz Fanfare </p><p>Oskar Böhme (1899) Trumpetkonsert Allegro moderato, Andante religioso, Rondo Scherzando </p><p>Leonard Bernstein (1957) West Side Story arr. Jack Gale Maria, Somwhere, I feel pretty </p><p></p><p>Medverkande: Frida Lygner, Ingibjörg Linnet, Hilda Melin, Espen Hesthammer, Donath Rehm</p>
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The orchestral anthems of Maurice Greene: a selected editionPatten, Ryan L. 03 March 2022 (has links)
Maurice Greene (1696–1755) was the preeminent native British composer of his generation. He is the only person in history to have simultaneously held all of the most prestigious musical appointments in Britain, and in these roles he composed large-scale, multi-movement sacred anthems for choir, soloists, and orchestra. These were most regularly performed during services at the Chapel Royal and at the Sons of the Clergy Festival at St. Paul’s Cathedral. Most of his works for this medium remain unpublished and unedited, and exist only in their original manuscript sources. This dissertation presents five of the most significant of these in a textually sound critical edition: I will magnifie thee, O God, my King (Greene’s first orchestral anthem, 1719); Blessed are all they that fear the Lord (the anthem composed but not performed for the wedding of the Princess Royal in 1733); O God, thou hast cast us out (composed for the Fast Day on December 18, 1745 in response to the Jacobite Uprising); and two settings of Te Deum (composed in 1729 and 1750 respectively). Three of these works appear here in print for the first time. The edition includes a chronology of the composer’s life, a discussion of performance practice, and commentaries for each work, which provide contextual information on the occasion for which the work was composed, the compositional process, and the probable performing forces. Each work is accompanied by a Critical Commentary, which includes bibliographic information on the sources, the texts of the anthems and their sources, and an exhaustive critical apparatus, which lists variants, errors, and other information present in the sources but not included in the edited scores. / 2024-03-02T00:00:00Z
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Different Ways of Knowing and Growing: A Case Study of an Arts-Integrated Pedagogy at an Urban Elementary Charter SchoolKhanna, Amarpal 01 January 2021 (has links)
An arts equity gap exists in K–12 grade education. African American and Latinx students have fewer opportunities for access to arts education than do White students. In California, charter schools have an opportunity to address the equity gap for students in those demographic groups. The goal of this qualitative case study was to observe how Kahlo Charter Elementary School, an urban charter elementary school in Los Angeles County, implemented an arts integrated curriculum and to identify benefits and challenges for fourth and fifth grade students of color enrolled at the school. Aesthetic learning (Bose, 2008; Denaway, 2013; Greene, 1978, 1995, 2001; Holzer, 2009), arts integration (Silverstein & Layne, 2010), and Different Ways of Knowing (DwoK) (Johannesen, 1997, 2004) formed the conceptual framework for this study. Participants included fourth- and fifth-grade Latinx and African American students, one 12th-grade student, one parent each, grade level teachers, and arts specialist teachers, and administrators. Data sources included semi-structured interviews, a focus group, observation of classes and observations of school events. Inductive analysis was used to identify themes in the data. The approach at the school was primarily a constructivist, arts-integrated curriculum.
Teachers created units from primary source materials and discipline specific visual and performing arts courses complimented the arts-integrated curriculum. Students evidenced increased self confidence, ease of self expression, development of imagination, engagement with school, and empathy of others.
However, challenges included uneven implementation across classrooms. The study serves as an example for charter school leaders interested in planning an arts integrated curriculum and provides school leaders with a model program to analyze.
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