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Master of Music / Department of Music / Frank C. Tracz / This document is written in support of a conducting recital given in partial fulfillment of the Master’s of Music Education with an Emphasis in Instrumental Conducting at Kansas State University. It encompasses the historical research, theoretical analysis, and rehearsal recommendations and considerations necessary to prepare the selected works for performance. The pieces analyzed are Michael Daugherty’s Motown Metal, Stanley Leonard’s Antiphonies, and Ira Hearshen’s second movement, “after the Thunderer” from Symphony on Themes of John Philip Sousa. I seek to highlight the significance of these works to the literature of their mediums, and show how they are valuable pieces of literature in the contemporary repertoire. In addition, I offer my philosophies on music learning and literature selection as a means to better understand the process entailed in laying the groundwork for successful authentic learning experiences for conductor and students.

The purpose of this research is to examine how the Irish Republican Army has been represented in theatrical cinema since the 1930s. The goal is to demonstrate the necessity for historical accuracy in movies produced for public entertainment, which often neglect historical facts and circumstances in portraying an organization as controversial and complex as the IRA. This has been done by examining five movies produced for wide-distribution and comparing each to the detailed historical record. Upon analysis of these movies, it becomes clear that the films which are the most historically relevant are also the most powerful cinematic productions, both through emotional power and overall entertainment.

En la presente investigación se analiza la literatura nacional e internacional a fin de evaluar el Autoconcepto y la Ira en niños de colegios estatales del nivel de educación primaria básica regular. Se examina las diferencias y relación entre las variables planteadas, considerándose los factores de sexo y el ciclo escolar IV (3ero y 4to de primaria) y V (5to a 6to de primaria), cuya agrupación de los ciclos se ha realizado en base del sistema educativo del Perú planteado por el ministerio de Educación (2010). El tipo de muestreo fue no probabilístico por juicio, seleccionándose una muestra de 181 estudiantes (51.9% de mujeres y 48,1% de varones) pertenecientes a Instituciones Educativas Estatales de Chorrillos, a quienes se les administró las Escalas de Autoconcepto (BSCI- Y) e Ira (BANI – Y) de Beck (2001); lo cual fue desarrollado bajo un enfoque cuantitativo no experimental, de diseño transeccional - correlacional. A su vez, se demostró su validez y confiabilidad, lo cual resultó altamente satisfactoria. Las conclusiones principales fueron: no existen diferencias en el Autoconcepto según el sexo; sin embargo, sucede todo lo contrario cuando se evalúa el ciclo de estudio, obteniendo los estudiantes de IV un Autoconcepto mayor sobre los de V ciclo. Por último, con respecto a la Ira, no se halla diferencias según el sexo y el ciclo. In this research the national and international literature is analyzed to assess self-concept and anger in children from public schools of Elementary School. The differences and relationship between the variables proposed review, considering factors sex and school year IV (3rd and 4th) and V (5th and 6th). The sampling was non-probabilistic for judgment, selected a sample of 181 students (51.9% women and 48.1% men) belonging to public schools of Elementary School of Chorrillos, who were administered the scales of self-concept (BSCI- Y) and anger (BANI - Y) Beck (2001); which was developed under a non-experimental quantitative focus, of transeccional - correlational design. Its validity and reliability was demonstrated highly satisfactory. The main conclusions were: there are no differences in self- concept according sex; however, the opposite happens when the study cycle is evaluated, getting IV students more self-concept than V cycle students. Finally, with regard to anger, there aren´t differences in sex and cycle.

O presente estudo, incluindo a tradução do texto grego, dedica-se à natureza e sentido da Mãe-Terra, mostrando que o Hino Homérico comemora o inviolável e eterno ser de Deméter e sua filha Perséfone, narrando a reação repulsiva da mãe diante da violência paterna que dá a filha deles como esposa ao rei do Hades, ignorando os laços consangüíneos que as unem. Irada, a Mãe-Terra age, pondo em risco a estabilidade cósmica até que, limitada por sua moîra coercitiva, encontra e propõe um acordo mediador, que põe fim ao conflito e leva seu poder a ascender na sagrada ordem do poder de Zeus pai. / The present study, including the translation of the Greek text, dedicates itself to the nature and sense of the Earth Mother, explaining that the Homeric Hymn commemorates the inviolable and eternal being of Demeter and her daughter Persephone, narrating the mother’s repulsive reaction before the paternal violence who gives their daughter as wife to the king of Hades, ignoring consanguineous laces that associate them. Angry, Earth Mother acts, putting in risc the cosmic stability until, limited by her coercive moîra, finds and proposes mediator accord, which ends the conflict and makes her power to ascend to the sacred order of the Zeus father’s power.

Uppsatsen analyserar och jämför hur den psykologiska skräcken och hur de suggestiva effekterna framställs i Ira Levins roman Rosemarys baby och Roman Polanskis filmatisering. Syftet med analysen är att söka svar på just denna fråga. Uppsatsen metoder utgår från närläsning, som är en noggrann och djupgående läsning utav verket, samt adaptionsteori, som är en metod som skapar förståelse för vilka likheter och skillnader som skapas när en roman överförs till film. Analysen visar att filmatiseringens berättande har många likheter med romanen då få scener plockats bort. Analysen visar också att mycket av den psykologiska skräck som existerar i romanen även framställs i filmatiseringen genom ljud, musik och visuella bilder. Trots likheterna mellan roman och film finns det även skillnader, då analysen visar att Polanskis version innehåller större symbolik som kan kopplas till katolicismen och kan således också ses som en tydligare kritik mot den tidens normer och samhällsfrågor.

Orientador: Raul Aragão Martins / Banca: Ângela Mara de Barros Lara / Banca: Adriano Rodrigues Ruiz / Banca: Rita Melissa Lepre / Banca: Nelson Pedro da Silva / Resumo: A presente pesquisa tem por objetivo compreender qual o papel da raiva na constituição da noção de respeito pela criança. Tomando por base resultados obtidos em um primeiro trabalho, O desenvolvimento da noção de respeito pela criança da Educação Infantil, o qual também teve como foco a questão da constituição do respeito e sua relação com experiências de amor e medo vividas por quem está aprendendo a respeitar. Compreendendo, a partir deste primeiro trabalho, a vigência desta questão, buscamos aprofundar o compreendido acerca desta constituição enquanto processo, a qual envolve, além das experiências citadas, notadamente a raiva. A partir de descobertas realizadas por Jean Piaget no campo da moral, pesquisamos junto às crianças acerca do que assinalaria o aparecimento deste fenômeno, ou seja, a raiva na constituição do respeito. A pesquisa foi desenvolvida em uma E.M. de São José do Rio Preto/SP, utilizando como instrumento de coleta de dados a Entrevista Clínica Piagetiana, realizada com 19 crianças entre quatro e seis anos de idade, com o auxílio de uma estória narrada e ilustrada, um questionário previamente elaborado, expressões faciais traduzindo seis tipos de emoções, e expressões faciais variando da contrariedade inegável ao mais amplo sorriso de satisfação. O acompanhamento às crianças foi feito durante três anos, e as entrevistas, realizadas três vezes. Como resultados dos dados compilados, ficou claro que as crianças têm noção de que devem respeitar, reconhecem uma ordem, gostam da professora mas têm dificuldade de absorverem o impacto que a raiva da ordem traz consigo. / Abstract: The present research aims at understanding the role of anger related to the formation of the idea of respect by the child. We made use of the results obtained in our first work: O desenvolvimento da noção de respeito pela criança da Educação Infantil [The development of the idea of respect by nursery school students]. We found out that the development of the idea of respect in the child was associated with experiences of love and fear while they are learning to respect. Taking into consideration this aspect, we decided to refine our study about this process, more precisely, to understand anger whilst a process. Making use of Jean Piaget's theory of moral judgment, we observed children's attitudes in order to establish the moment when the anger and the development of respect appeared. The research was carried out in a nursery school in São José do Rio Preto - São Paulo - Brazil, we observed 19 children age 4-6; to collect data, we made use of Clinical Interview derived from Piagetian investigations. We also made use of an illustrated story, a previously prepared questionnaire, facial expressions displaying six kinds of emotions, ranging from strong opposition to wide open smile. We accompanied the children during 3 years, and we interviewed them 3 times. The results show that the children accept the fact that they have to respect the others; they recognize an order, they like the teacher but they have problems to deal with the impact of anger and order. We found out that the experience of anger may or not precede the proper conditions to the development of the notion of respect. The children accept the impact of anger and sediment the acceptance of themselves, opening space to absorb the other as someone to be respected. / Doutor

O presente estudo, incluindo a tradução do texto grego, dedica-se à natureza e sentido da Mãe-Terra, mostrando que o Hino Homérico comemora o inviolável e eterno ser de Deméter e sua filha Perséfone, narrando a reação repulsiva da mãe diante da violência paterna que dá a filha deles como esposa ao rei do Hades, ignorando os laços consangüíneos que as unem. Irada, a Mãe-Terra age, pondo em risco a estabilidade cósmica até que, limitada por sua moîra coercitiva, encontra e propõe um acordo mediador, que põe fim ao conflito e leva seu poder a ascender na sagrada ordem do poder de Zeus pai. / The present study, including the translation of the Greek text, dedicates itself to the nature and sense of the Earth Mother, explaining that the Homeric Hymn commemorates the inviolable and eternal being of Demeter and her daughter Persephone, narrating the mother’s repulsive reaction before the paternal violence who gives their daughter as wife to the king of Hades, ignoring consanguineous laces that associate them. Angry, Earth Mother acts, putting in risc the cosmic stability until, limited by her coercive moîra, finds and proposes mediator accord, which ends the conflict and makes her power to ascend to the sacred order of the Zeus father’s power.

This study explores whakapapa as a tool, which can be used as a kaupapa Māori assessment framework in early childhood education, positioning kaupapa Māori theory as a paradigm base underpinning a philosophical and theoretical discourse towards assessment for children's learning. This thesis represents the culmination of a personal and professional journey, derived from the writer's longstanding interest in and commitment to kaupapa Māori early childhood education, and more specifically, philosophies and practices for assessment in this context. The study has canvassed a vast terrain of kaupapa Māori philosophy in its search for a theoretical grounding for a kaupapa Māori assessment framework for early childhood education. Foundation to the study has been the premise that the notion of whakapapa serves as an overarching philosophical matrix, encompassing the interconnected realms of genealogy, spirituality, and knowledge that precede, surround, and embrace the Māori child. Throughout the thesis, diagrams are employed to demonstrate and model the whakapapa underpinning the conceptualisations being explored. After contextualising the study within a historical overview of the impact of colonisation of kaupapa Māori education and research, it is suggested that a re-examination of key concepts from tikanga Māori will illuminate transformative possibilities applicable to the study's focus on the development of a theoretical base for an assessment tool within kaupapa Māori early childhood settings. Drawing from the literature, the thesis re-positions the view of the Māori child to one of being nurtured within a philosophical construct underpinned and immersed in tikanga such as whakapapa, ira tangata, whanaungatanga, mana and tapu, and ako, providing a strongly Māori theoretical base for the envisioning of the assessment process. The outcome of this study is to propose an assessment framework, which embodies and reflects these core kaupapa Māori philosophies as praxis.

<p> </p><p>The purpose of this essay is to study the republican and socialist Northern Ireland political party Sinn Féin and to examine its legitimacy in the eyes of the citizens of Northern Ireland. Is it possible to have a political agenda that includes violence and still maintain legitimacy? The Irish Republican Army’s (IRA) military struggle was for a long time a part of the party’s political agenda. This strategy has been described as to have a ballot paper in one hand and an Armalite in the other, and successfully made Sinn Féin one of the province’s largest political parties. I have examined the time period from 1989 to present time. My concept of legitimacy is based on a theory by the political scientist Mikael Axberg, who describes legitimacy to be a concept that contains three different parts: a legal, a democratic and a sociological perspective. Methodically this essay is both a qualitative and quantitative study. </p><p>The main question of the essay is:”Can Sinn Féin be considered to be a political party of a legitimate foundation in the eyes of the citizens?”. In order to examine this question I have used three sub questions:</p><p>1) Is Sinn Féin, from a legal understanding of legitimacy, a legitimate party?</p><p>2) Is Sinn Féin, from a democratic understanding of legitimacy, a legitimate party?</p><p>3) Is Sinn Féin, from a sociological understanding of legitimacy, a legitimate party?</p><p>Of course this is not the only way to understand legitimacy and approach this problem, but it is the way I find most useful in order to answer the question. The sub questions have a wide range and include three different perspectives, which provides a good foundation for answering the main question of the essay.</p><p>The essay comes to the conclusion that Sinn Féin is a legitimate party in the eyes of the citizens, if the polarisation of the society is considered. Catholic and protestant citizens have very different views on the legitimacy of Sinn Féin. The essay concludes that if a society is as polarised as Northern Ireland, that has to be taken into account when questions of legitimacy are examined.</p><p> </p>