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Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This case study reports the results of an analysis of the implementation of a Madeline Hunter Instructional Theory Into Practice (ITIP)- based staff development program in a single elementary school. What were the effects of the implementation of a staff development program on teachers in this school and this school system over a 3 1/2 year period was the question pursued. / 2031-01-01

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Uppsatsen är en litteraturvetenskaplig studie av makt och maskuliniteter i Madeline Millers roman Circe (2018). Syftet med uppsatsen är “att granska maktförhållanden mellan män och kvinnor, men också mellan individer av samma kön” samt “hur Miller skildrar Kirkes relation till olika män för att utreda hur patriarkala hierarkier upprätthålls, men också hur den traditionella strukturen utmanas av nya föreställningar om kön, genus och sexualitet”. Uppsatsen utgår från fem nyckelscener i romanen som på skilda sätt belyser Kirkes möten med, och relation till, olika slags män och maskuliniteter. Den teoretiska utgångspunkten är R.W Connells – och James W. Messerschmidts vidareutveckling av – begreppet “hegemonisk maskulinitet”, men analysen relateras också till tidigare forskning om Kirke-gestalten samt till forskning om den populära kärleksromanen. I uppsatsen framgår att Kirke är underordnad en patriarkal maktstruktur, men att hon – genom att efterlikna den överordnade maskulinitetens brutala metoder – är tillräckligt stark för att utmana det patriarkala systemet. Trots det väljer Kirke den privata lyckan med en man som respekterar henne framför att krossa patriarkatet. I helhet visar dock uppsatsen att kvinnan är tillräckligt stark för att förändra samhället om hon vill.

School districts across the nation are engaged in an ongoing attempt to bring about change. Educational researchers strive to initiate change in the classroom with students as well as the teachers of these students. The evaluation of a change effort is a key element in any implementation model; as the actual training and development strategies used to induce change need to be consistently refined. The change effort studied was an effort to implement Madeline Hunter's Instructional Theory Into Practice (referred to as ITIP). The study evaluated the effectiveness of this change effort over time. The evaluation determined the extent to which intended behavioral outcomes of five dimensions (key elements in the 11113 model) were realized initially and four years after treatment. Because the behaviors of the treatment teachers and control group teachers were crucial to the study, the research design collected data by videotaping teaching episodes of the sample group pre- and post-treatment. These episodes were assessed for their pretreatment teaching behaviors and post-treatment teaching behaviors . In addition, the research design collected data by videotape and assessed the teaching behaviors four years after the initial training. In the same manner, the control group's teaching behaviors were assessed. An analysis of the study's treatment group concerns was done as they evolved through the change stages, as hypothesized by Dr. Frances F. Fuller (Fuller, 1969). This change analysis and behavioral assessment led to additional evidence for the evaluation of the effectiveness of the change effort in question. This study showed that, from the beginning, a change effort needs to be carefully and clearly defined so that everyone involved understands it well and everyone shares the same definition. The study found that the initial training did change teaching behaviors in four of the five areas in question. However, four years after the initial training, it was found that there was significant regression in the skills learned from the initial training sessions. Specifically, it was the areas that showed significant growth in the initial training that regressed four years later. These behaviors though, even after regressing after four years, were significantly displayed to a greater degree in each of the individual's teaching behaviors when compared to individuals who had no formal training at all. Therefore, it must be concluded that the formal training made a difference in the teaching behaviors of those who participated in the change effort design, but not to the degree that was necessary for the dimensions to become part of each individuals' teaching behavior over the long term. Change effort designs of the future must account for the time necessary for change to occur and promote follow up activities until a significant amount of time for this follow up has occurred. / Graduation date: 1991

Thesis (Ph. D.)--University of Notre Dame, 2004. / Thesis directed by George M. Marsden for the Department of History. "September 2004." Includes bibliographical references (leaves 396-410).

The essay compares Madeline Miller's books The Song of Achilles and Circe to their antique originals: the Iliad and the Odyssey. The main focus is the relationship the characters in Miller's books hold to their homeric counterparts and the evolution of the heroic and masculinity ideals they represent. The ideals they carry are examined through western history and compared to Miller's contemporary autorship to observe what adaptations are being performed. The paper considers the texts through Genettes terms of transtextual relationships, including hypotextual, hypertextual relationships and transpositioning to examine the changes in both character and theme. The results show that some aspects of the heroes and theme remain intact through Millers books, while particularly the masculine and heroic aspects differ and that they do so intentionally through the media of historical fiction.

This thesis aims to position Circe by Madeline Miller as an example of feminist revisionist mythmaking and investigate some of the novel’s revisionary practices. I thus begin by introducing the project of feminist revisionism, as conceptualized by several different feminist thinkers. I then move on to describe two methods by which Circe reimagines the stories of the Epic Cycle. I argue that the first method, in the analysis of which I primarily use the work of the formalist Caroline Levine on hierarchies, is to subvert gender and immortality – two world-organizing binaries of Greek myth. I then make the argument that Circe also revises myth on the level of narrative, which I support with Teresa de Lauretis’ work on narrative morphology. The study concludes that both these methods are being employed in Circe and are successful in reimagining myth from a feminist perspective. My thesis results in a better understanding of the ways in which Greek myth is being rewritten by contemporary feminists in popular literature.

Orientador: Cassia Navas Alves de Castro / Tese (doutorado) - Universidade Estadual de Campinas, Instituto de Artes / Made available in DSpace on 2018-08-09T13:19:56Z (GMT). No. of bitstreams: 1 Bogea_InesVieira_D.pdf: 64892958 bytes, checksum: d45aaf6db664347fb4337894fa013295 (MD5) Previous issue date: 2007 / Resumo: Estudo do coreógrafo e professor Ivaldo Bertazzo, que desde os anos 70 desenvolve trabalhos com "cidadãos-dançantes", centrado na sua pesquisa de movimento. A partir de 2000, Bertazzo também se dedica a projetos de arte-educação com adolescentes da periferia do Rio de janeiro e São Paulo. O estudo tem três metas principais: traçar um panorama da trajetória de Ivaldo Bertazzo, como coreógrafo e diretor de espetáculos e de uma escola de dança; entender as bases da sua pesquisa de movimento e fazer a descrição analítica de seu trabalho específico com o corpo (Reeducação do Movimento), necessária para o entendimento da criação coreográfica; e investigar de que modo o conceito da construção da identidade pelo movimento, apontado por Bertazzo, ocorre no seu trabalho. Princípios coreográficos e técnica corporal foram abordados aqui no viés da "identidade e autonomia do movimento", entendida como forma de pensar o corpo, sua articulação e desenho no espaço, numa técnica híbrida, influenciada, por diversas fontes (incluindo a dança indiana, estudos de coordenação matara por Piret e Béziers e das cadeias musculares por Denys-Struyf). A obra de Bertazzo põe em xeque não só nossas idéias sobre o corpo, mas também nossa idéia de Brasil. Com isso em mente, durante a análise foi levada em conta a situação política do país e sua influência na evolução da dança nesse período, examinando as marcas que deixa no desenvolvimento dos criadores, obras, escolas e movimentos da nossa cultura. A tese recupera imagens em fotos e vídeos dos espetáculos desses trinta anos de carreira, fundamentais para a compreensão dessa dança / Abstract: This is a study of the Brazilian choregrapher and teacher IvaIdo Bertazzo, who has developed an original work with "citizen-dancers" since the 1970s, based on his own research on movement techniques. From 2000 on, Bertazzo has also developed a series of art-education projects with teenagers from poor neighbourhoods in Rio de Janeiro and São Paulo. The thesis has three main aims: to draw a panorama of Bertazzo's career as a choreographer, artistic director and head of a dance school; to explain the bases for his research on movement, and to write an analytical descrition of his work on the body (Movement Reeducation), which is necessary in order to understand his choreographic creations; and to investigate the many ways in which his concept of "identity built by movement" pIays a role in this oeuvre. Choreographic principIes and body technique have been studied in the light of his ideas on "identity and autonomy of movement", taken as a way to think about the body, its shape and its forms of articulation in space, and leading to a hybrid technique, that draws on many different sources (including Indian dance, studies of coordination by Piret and Béziers, and the study ofmuscle chains by Denys-Struyf). Bertazzo's work challenges not only our ideas on the body, but aIso our ideas about Brazil. With that in mind, the research brings to attention many facets of the polítical situation and its influence upon Brazilian dance over these decades. It also examines the marks this has left on the work ofmany authors, schools and movements in Brazilian culture. The thesis collects photographs and video footage of many works performed over the Jast thirty years - an image bank which may be of great assistance for a better understanding of this period in Brazilian dance history / Doutorado / Doutor em Artes

Thesis (M.A.)--Miami University, Dept. of History, 2007. / Title from first page of PDF document. Includes bibliographical references (p. 76-85).