Dissertation--Hamburg, 1937. / Lebenslauf. Bibliography: p. 51-53. Also issued in print.

Doct. Thesis--Department of English--University of Uppsala--Uppsala, 1991.

Dissertation--Hamburg, 1937. / Lebenslauf. eContent provider-neutral record in process. Description based on print version record. Bibliography: p. 51-53.

This study presents a biography of Lucy Harington Russell, Countess of Bedford (1581-1627) and a study of her influence on the poets for whom she was patron and friend. The biography of Lady Bedford in Chapter I includes a character study of her husband, a comment on Lady Bedford's supposed puritanism, and a review of the Bedford finances. Although there is an unfortunate scarcity of information about Lady Bedford's life in the years she was most influential as a literary patron, her life after 1612 is well documented. In particular, thirty-six surviving letters reveal her interests and activities, and her mature character: these are examined in the text of this study, and reproduced in full in Appendix II. Chapter II presents a preliminary study of Lady Bedford as a literar; patron. It begins with a brief general comment on patronage in the Jacobean era and a sketch of Lady Bedford's education. Lady Bedford's relationships with Drayton, Florio and Daniel are then outlined, and important works examined. The chapter concludes with a brief comment on Lady Bedford's life at Twickenham, and an outline of the suggested composition of her Twickenham circle. / Thesis / Doctor of Philosophy (PhD)

Gian-Carlo Menotti (1911-2007) is one of America¡¦s most distinguished contemporary opera composers. He composed twenty-seven operas. The telephone is a one act play which was composed in 1947 as a curtain raiser for The Medium. The Telephone is his shortest opera which only takes 25 minutes to perform. Menotti wrote all the text in this opera himself. Although The Telephone is short, the structure is complete. It¡¦s one of Menotti's greatest popular operas. The main character of The Telephone, Lucy, is a soprano. The success of Lucy¡¦s performance is the key to success of the whole opera. Because of the importance of "Lucy", I select "Lucy" as a research topic of the article. Except the preface, my essay contains four main sections: the biography of Menotti and the main operatic works of Menotti, textual analysis of Menotti¡¦s The Telephone and the characterization of Lucy, and the dramaturgy of Lucy. The purpose of this study is to explore how Menotti made use of music device to express the effects and atmosphere in theater, how to create emotional changes of Lucy, and expect to reinforcing profundity in performance.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 338-352). Available also in a digital version from Dissertation Abstracts.

No description available.

This thesis provides an account of the events of the first ten years of Printed Matter, Inc., a distribution center for artists’ books established in New York City in 1976. Included are descriptions of the individuals who formed Printed Matter’s first board, their objectives, books published by Printed Matter, and the windows installation program. This thesis also describes challenges the board members faced, including lack of organization, difficulty cultivating a broad public audience, and inadequate income. In addition, it recounts the gradual streamlining of business practices, and the realignment of goals and expectations for the genre as board members accepted the fact of a limited audience for artists’ books. The conclusion offers a brief summary and a look at Printed Matter, Inc.’s current operations.

Though overlooked and largely unread today, the long narrative poem was a distinct genre available to nineteenth-century American poets. Thematically and formally diverse, the long narrative poem represents a form that poets experimented with and modified, and it accounted for some of the most successful poetry publications in the nineteenth-century United States. Drawing on contemporary theories of form and situating these poems within their literary-historical context, I discuss how our reading practices might be shaped by a greater attentiveness to the long narrative poem. My analysis will focus upon a small set of poems from across the nineteenth century, centering on works by Lucy Larcom and Henry Wadsworth Longfellow. More than mere recovery, this project aims to illuminate a tradition in which poets ambitiously melded genres, claimed poetry’s place to shape public discourse, and thought deeply about the reading practices available to their audience. Along the way, I consider how the dominant critical categories in the study of poetry have occluded these poems, and what these poems might offer in terms renewing or revitalizing our analytical tools and concepts.

PEIXOTO, Maria Joelma Pereira. Lucy: um ambiente para aulas práticas de computação ubíqua. 2017. 123 f. Dissertação (Mestrado em Ciência da Computação)-Universidade Federal do Ceará, Fortaleza, 2017. / Submitted by Jonatas Martins (jonatasmartins@lia.ufc.br) on 2017-06-12T13:01:25Z No. of bitstreams: 1 2017_dis_mjppeixoto.pdf: 15558184 bytes, checksum: 39337ed71ee8693a34170130c6b14137 (MD5) / Approved for entry into archive by Rocilda Sales (rocilda@ufc.br) on 2017-06-13T12:29:43Z (GMT) No. of bitstreams: 1 2017_dis_mjppeixoto.pdf: 15558184 bytes, checksum: 39337ed71ee8693a34170130c6b14137 (MD5) / Made available in DSpace on 2017-06-13T12:29:43Z (GMT). No. of bitstreams: 1 2017_dis_mjppeixoto.pdf: 15558184 bytes, checksum: 39337ed71ee8693a34170130c6b14137 (MD5) Previous issue date: 2017 / Mark Weiser coined the term Ubiquitous Computing (UbiComp) describing a future in which everyday-life objects would have embedded computers providing services anytime and anywhere. One of the hardest activities in teaching UbiComp is putting into practice the theory knowledge of this discipline. In fact, current UbiComp tools require high programming skills or are not carefully designed for educational purposes. We implemented a survey with 15 professors and 60 postgraduate and undergraduate students from 16 universities. According to this survey, the two most challenging Ubicomp concepts to explain were: context-awareness and middleware platforms. Results also showed professors’ difficulty in finding tools to assist the practical teaching of UbiComp’s concepts. Therefore, this work presents the design, develop, and evaluation of a Virtual Learning Environment, called Lucy (Learning Ubiquitous Computing Easily), which aids UbiComp practical classes. Lucy has two main elements: a Web tool and an Android mobile app. The former provides UbiComp theoric materials, videos, practices, and simulations. The latter uses smartphones features and sensors to run simulations of UbiComp concepts. These simulations follow settings configured by the Web tool. We evaluated Lucy during Context-Awareness classes in UbiComp courses, at the same university, along three distinct semesters. We had a total of twenty students that experienced the environment. In the first two evaluations, we gathered information about Lucy’s pedagogical issues. Then, we performed a more formal usability test and a semistructured interview concerning the student learning process. Results showed improvements in students reasoning about UbiComp concepts after Lucy practices sessions. Besides, the environment helped the debate and interaction among students. The overall result of the usability test was satisfactory, with the average score of 80 out of 100 points, according to the System Usability Scale (SUS). This result indicates a software with a good usability. / Mark Weiser cunhou o termo Ubiquitous Computing (UbiComp) descrevendo um futuro no qual objetos de vida cotidiana teriam computadores incorporados fornecendo serviços a qualquer hora e em qualquer lugar. Uma das atividades mais difíceis no ensino do UbiComp é colocar em prática o conhecimento teórico, já que as ferramentas atuais de UbiComp requerem habilidades de programação avançadas ou não são cuidadosamente projetadas para propósitos educacionais. O estudo foi implementado com 15 professores e 60 estudantes de pós-graduação e graduação de 16 universidades. De acordo com esta pesquisa, os dois conceitos mais desafiadores de UbiComp foram: sensibilidade ao contexto e plataformas de middleware. Os resultados também mostraram a dificuldade dos professores em encontrar ferramentas para auxiliar o ensino prático dos conceitos de UbiComp. Dentro desse contexto, este trabalho de mestrado apresenta o design, desenvolvimento e avaliação de um Ambiente de Aprendizagem, chamado Lucy (Learning Ubiquitous Computing Easily), que auxilia as aulas práticas da UbiComp. Lucy tem dois elementos principais: uma ferramenta da Web e um aplicativo para celular Android. O primeiro fornece materiais teóricos de UbiComp, vídeos, práticas e simulações. Já o aplicativo utiliza recursos de smartphones e sensores para executar simulações de conceitos de UbiComp de acordo com as configurações feitas na ferramenta Web. Lucy foi avaliada durante as aulas de Sensibilidade ao Contexto em cursos de UbiComp na mesma universidade ao longo de três semestres distintos, nos quais um total de vinte estudantes experimentaram o ambiente. Nas duas primeiras avaliações, reunimos informações sobre as questões pedagógicas de Lucy. Em seguida, realizamos um teste de usabilidade mais formal e uma entrevista semiestruturada sobre o processo de aprendizagem do aluno. Os resultados mostraram melhorias no raciocínio dos alunos sobre os conceitos de UbiComp após as sessões de práticas do Lucy. Além disso, o ambiente ajudou o debate e a interação entre os alunos. O resultado geral do teste de usabilidade foi satisfatório, com pontuação média de 80 pontos de 100 pontos de acordo com a Escala de Usabilidade do Sistema (SUS), que indica um software com boa usabilidade.