This thesis elaborates a notion of Bergsonian personhood that is particularly well suited for understanding the corporate person. Personalists have contributed much to the study of personhood, but they also fail to fully embrace the image of the embodied person offered by Bergson, from which their work appears to emerge. My concern for freedom is part of what animates this study, but I am not framing a new theory of freedom. Rather, I am trying to bring a broader conception of what freedom means to bear on the subject of personhood. To this end, I present the work of Bergson. I distinguish the terms ‘self’ and ‘person,’ defending self as being more properly outlined by the subjective and fleeting nature of the individual. Then, I discuss Bergson’s connections to personalism, with particular attention to the tradition that grew out of Boston University at the turn of the 20th century. Finally, I give a Bergsonian account of personhood that emphasizes the self’s freedom of creative expression, richly connected to its environment, which is elaborated over time in a movement of becoming personal. I make the case that Bergson’s treatments of self and person greatly aid our investigations into personhood socially, legally, and philosophically.

This thesis document is a revisiting of the technical direction of Southern Illinois University's production of RENT. In it, in Chapter One, you will see background on the production itself with a table illustrating a breakdown of scenes from the script and technical challenges for each. Following this, Chapter Two begins discussion of the process I, as the technical director, went through, including preparation, the build itself, and the strike process. The final chapter of this document is a self-reflecting section where the issues I encountered during the process are addressed, and ways I can improve as a technical director are indicated.

An examination of Samuel Johnson’s essays and his tragedy, Irene, and his Oriental tale, Rasselas, reveals that his concept of womanhood and his views on the education of woman and her role in society amount to a thorough-going criticism of the established views of eighteenth-century society. His views are in advance of those of his age. Johnson viewed the question of woman with that same practical good sense which he had brought to bear on literary criticism. It was important he said "to distinguish nature from custom: or that which is established because it was right, from that which is right only because it is established." Johnson thought that, so far as women were concerned, custom had dictated views and attitudes which reason denied. Because society's concept of womanhood emphasized the physical and Johnson’s, the mental, there was little agreement about her education and her role in the home. Johnson's views on women will be drawn from his works rather than from comments recorded by his biographers, James Boswell, Mrs. Thrale, or Sir John Hawkins, or from remarks made in the diaries and letters of Fanny Burney and Hannah More. With the exception of excerpts in Chapter V, comments made by others will be used only as substantiating evidence. In Chapter V, I have found it necessary to draw heavily on comments made by others simply because Johnson passed few remarks about anyone he knew — man or woman. Chapter I sets forth eighteenth-century views on women from the viewpoint of society and from that of such men of letters as Addison, Steele, Pope, Defoe, Swift, and Johnson. The next two chapters will follow a chronological order; the discussion of Johnson’s views on the education of women will precede his views on marriage and the woman's role in the home. The fourth chapter, a discussion of Johnson's figure of womanhood from Irene and Rasselas can be considered as a summation of Chapters II and III, for these two works are really, a comprehensive study of what Johnson had said about the education of women and their role in society in his Rambler, Idler, and Adventurer. This chapter will also include an analysis of Johnson's female characters as women. The purpose of the concluding chapter is to show that Johnson's estimation of womankind and his views on the education of women and their role in society are not to be taken lightly. Many men express one opinion about women but really believe something quite different. But not Johnson. He chose his female friends for those same qualities he said in his works were becoming womanhood. In life he treated them as he had written of them — with respect and without condescension. / Arts, Faculty of / English, Department of / Graduate

This thesis is about the trial of President Andrew Johnson.

The clinical manifestations, including variations, of the Stevens-Johnson syndrome (SJS) are reviewed. Lesions of the skin, eye, and mucous membranes are described and discussed. The potential complications and therapeutic approaches are outlined. Finally, the review discusses the controversy over the use of systemic corticosteroids in this syndrome.

The Johnson Creek watershed, Portland, Oregon, has undergone urbanization at an increasing rate. Excessive flooding has occurred in the lower portions of the watershed, resulting in an estimated 1.5 million dollars worth of flood losses annually. In attempts to mitigate the flooding damages millions of dollars have been spent to channelize the creek, and over 200 thousand dollars has been spent during the last 20 years on preliminary feasibility studies alone. The author saw a need to verify that there has been a change in the rainfall-runoff relationships in the upper Johnson Creek basin since 1941 and to quantify this change through the analysis of key hydrologic parameters. To accomplish this , extensive background research was conducted to gather as much extant information as possible about the climatic and physiographic characteristics that affect the basin hydrology. The watershed was found to have many distinct physiographic sub-areas comprised of different underlying geology, soils, geomorphic areas, slopes, vegetation patterns, and land use types that result in a complex interaction between the watershed input {precipitation) and the watershed output (runoff at the stream gage).

No description available.

The finite element analysis (FEA) is a numerical method widely used to predict the metal-cutting performance in both academic and industrial studies, avoiding the high expense and time consumption of experimental methods. The problem is how to calibrate reliable fracture-parameters as chip-separation criterion are implemented into FEA modelling. This thesis introduces a calibration method of the Johnson-Cook fracture parameters used in the orthogonal metal cutting modelling with a positive rake angle for AISI 1045 steel. These fracture parameters were obtained based on a set of quasi-static tensile tests, with smooth and pre-notched round bars at room temperature and elevated temperatures. The fracture parameters were validated by low- and high-strain rate simulations corresponding to tensile tests and orthogonal metal-cutting processes respectively in ABAQUS/Explicit. Compared to literature calibration methods, this method is simpler, less expensive but valid. / Thesis / Master of Applied Science (MASc)

Andrew Johnson returned from the Presidency to a harsh political environment in Tennessee. Immediately upon his return, he set out to win the Senate in his state. Although unsuccessful, he attempted office two more times, finally achieving success in 1874. His motivation lay in vindication for his impeachment, which destroyed and ruined his Presidency. However, other issues emerged as well, particularly that of the ex-Confederate military leaders who dominated the state's political scene from during the 1870s. Johnson successfully subverted them twice. As a spoiler in 1872 he stopped Confederate General Cheatham from winning the congressional at-large and when he won the Senate seat in 1874. Johnson died after only one appearance in the Senate in 1875. / Master of Arts

A Biologia Molecular e a Biotecnologia e seus conceitos subjacentes estão inseridos no currículo escolar da educação básica e têm estado presentes na vida cotidiana dos estudantes, envolvendo a análise e tomada de decisão sobre aspectos éticos relacionados à produção e aplicação do conhecimento científico e tecnológico. As explicações de alguns fenômenos e processos relacionados a estes temas estão quase sempre no nível molecular e atômico, que é descrito e explicado com modelos conceituais e físicos, ou até mesmo imagens. À luz da Teoria dos Modelos Mentais de Johnson-Laird, as pessoas raciocinam através de modelos mentais, podendo utilizar outras formas de representações mentais como proposições e imagens. Nesse contexto propôs-se diagnosticar entre treze alunos dos cursos de Licenciatura em Ciências Exatas (LCE) e Bacharelado em Ciências Físicas e Biomoleculares (CFBio), ambos cursos da Universidade de São Paulo, quais as representações mentais que esses alunos possuíam sobre o tema proteínas, bem como a contribuição de uma sequência didática utilizando modelos táteis para o ensino e aprendizagem da estrutura e função de proteínas. Para tal, realizamos (a) uma entrevista com os alunos dos cursos mencionados (pré-teste), (b) dois cursos com duração de três dias para cada turma (LCE e CFBio) e (c) uma entrevista com os mesmos alunos transcorrida uma semana após a realização de cada curso (pós-teste). Os dados obtidos foram de três tipos: registros escritos (desenhos e/ ou esquemas); um ou mais modelos táteis montados com materiais de baixo custo; áudio e imagens oriundos das filmagens das entrevistas. Os registros escritos e os modelos táteis de cada aluno foram fotografados e os áudios das entrevistas transcritos, gerando um documento individual que possibilitou uma análise de conteúdo, permitindo a divisão da amostra em duas categorias: alunos modelizadores e não modelizadores, cada uma com subcategorias próprias. A detecção das representações mentais que os alunos possuíam antes e após o curso sinalizou que a contribuição da sequência didática aplicada no curso para o ensino/aprendizagem do tema proteínas foi positiva, promovendo o aumento do número de alunos modelizadores e possibilitando aos mesmos o aumento do nível de complexidade e sofisticação em suas representações externas (modelos táteis e desenhos) e a evolução e esclarecimento de conceitos antes não compreendidos. / The Molecular Biology and Biotechnology and its underlying concepts are embedded in the curriculum of basic education and have been present in the daily life of students, involving the analysis and decision making about ethical issues related to the production and application of scientific and technological knowledge. The explanations of some phenomena and processes related to these themes are almost always in atomic and molecular level, which is described and explained with physical and conceptual models, or even images. In light of the mental models theory of Johnson-Laird, people reason through mental models and may use other forms of mental representations as propositions and images. In this context we proposed diagnose mental representations that students in higher education had on the subject proteins, as well as the contribution of a didactic sequence using tactile models for teaching and learning the structure and function of proteins. Thirteen students of two undergraduation courses Teacher education course in Exact Sciences (LCE) and Bachelor in Biomolecular and Physical Sciences (CFBio) - participated of this research. The tools used for data collection were: (a) an interview with the students of the courses mentioned (pre-test), (b) two courses lasting three days for each group (CFBio and LCE) and (c) an interview with the same students made one week after completion of each course (post-test). The data were of three kinds: written records (drawings and/or diagrams), one or more tactile models assembled with low cost materials, audio and pictures from the filming of the interviews. Written records and tactile models of each student were photographed and audio interviews transcribed, generating an individual document that provided a content analysis, allowing the classification of students in two categories: modellers and non-modellers, each one with its own subcategories. The detection of mental representations that students had before and after the course indicated that the contribution of the didactic sequence for the teaching/learning of the subject proteins was positive, increasing the number of students modellers and enables them (a) increase the level of complexity and sophistication in their external representations (drawings and tactile models) and (b) the development and clarification of concepts not previously understood.