Thesis advisor: Nasser Behnegar / This study traces Nietzsche's understanding of the meaning of culture through his first three Untimely Observations. Its goal is to show that culture [Kultur] occupies a central place in these essays because Nietzsche thinks that the cultivation [Bildung] of humanity within enclosed and humanly created spiritual horizons can prevent the spiritual degeneration of mankind in modern times. The source of this degeneration lies in modern natural science and the scientific study of history. Taken together these two pillars of modern pedagogy erode human moral foundations and paralyze practical ambitions by teaching relativism in the form of what Nietzsche calls: "the doctrines of sovereign becoming, of the fluidity of all concepts, types, and species, [and] of the lack of any cardinal difference between human and animal." Since Nietzsche explicitly affirms the theoretical "truth" of these doctrines despite holding them to be "deadly" for mankind, the study focuses primarily on the cultural solution he proposes to the practical problem that relativism poses to the flourishing of a great people. Although this solution is a complex one which Nietzsche went on to refine and develop in almost all of his subsequent writings, its core consists of the cultivation, emergence, and activity of a rare type of individual he calls the "genius," the "true human being," and the "redeeming human being" in the Untimely Observations, and who is dubbed a "Caesarian breeder and cultural dynamo [Gewaltmenschen der Cultur]" in Beyond Good and Evil. This exceptional individual creates self-inspired works of philosophy and art that raise insulating walls around the collective mind of his people, restraining their longing for scientific and historical knowledge by satisfying or cultivating it [Bildung] with self-created metaphysical "truths" and "images [Bild]" of their past, future, and even of nature itself. When these truths and images are embraced by a people a spiritual horizon is established around them which they consider it bad taste to transcend, and inside this horizon lies a world of "creative morality [schöpferischen Moral]" and "metaphysical meaningfulness" that, under the best circumstances, cultivates healthy human life. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Political Science.

Thesis (Ph. D.)--Illinois State University, 1994. / Title from title page screen, viewed March 24, 2006. Dissertation Committee: Kenneth H. Strand, George Padavil (co-chairs), Larry D. Kennedy, John R. McCarthy. Includes bibliographical references (leaves 132-142) and abstract. Also available in print.

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This doctrinal study demonstrates in what way the ‘Universal Applicability’ of Buddha Dhamma can be reflected in the intervention process in view of the contemporary situation of the Buddhist Mindfulness being integrated as a psychotherapeutic technique. In past few decades, the Western psychotherapists recognize Mindfulness as ‘the heart of Buddhist meditation’ and apply it as an impartial psychotherapeutic technique to serve their clients’ physical health and psychological wellness. As recorded in the Buddhist Pāli tradition, through practicing Mindfulness meditation, people are able to comprehend the ‘Universal Applicability’ of Buddha Dhamma, to realize three universal characteristics (lakkhanas) of sentient existence, namely impermanence (anicca), un-satisfactoriness (dukkha), and non-self (anatta), and eventually to liberate their mind from suffering. From studying the Buddhist teaching of Mindfulness embedded in the Satipaṭṭhāna Sutta and the Mahā-Satipaṭṭhāna Sutta, the researcher develops this tenet, “the Buddhist Mindfulness could be an effective psychotherapeutic technique when it is practiced within the Buddhist context and supported by the theoretical foundation, and when the ‘Universal Applicability’ of the Buddha Dhamma is reflected in the therapeutic process ”. Applying the tenet to study the case, the ‘Mindfulness-Based Stress Reduction Program’ (the MBSR) initiated by Dr. Jon Kabat-Zinn, she finds three issues which makes her hesitated to agree with the Western psychotherapists’ integrating the Buddhist Mindfulness as a stand-alone psychotherapeutic technique. The first two issues are the way the psychotherapists interpreting and implementing the Buddhist Mindfulness as a stand-alone technique without the Buddhist context and isolated from the Buddhist theoretical foundation. Resulted from the first two issues, the third one is the ‘Universal Applicability’ of Buddha Dhamma has no way to reflect in the treatment process to help people liberating from suffering. After identifying these three issues, the researcher carries on to incorporate ideas of practicing Mindfulness suggested by the Pali Buddhist tradition, and collaborate with the Social Work Profession with applying transferrable skills of the ‘Experiential Learning’ techniques to design a pilot service—the Buddhist Mindfulness-Based Social Service Project (the BMBSS). The BMBSS, consists of (1) an Orientation Meeting, (2) the six-session Prerequisite Training (the PRT-BMBSS) and, (3) the twenty-six-session Buddhist Mindfulness-Based Social Service Program (the BMBSS), aims at demonstrating the way to support the ‘Practicing Facilitators’ and the ‘Practicing Novices’ to apply the Buddhist teaching of Mindfulness into their daily activities. Moreover, the researcher designs the BMBSS Project in the way to promote interdisciplinary collaboration between Buddhist communities and the Social Work Profession to exchange ideas to benefit their services. The Social Work Profession may benefit from the Buddhist teaching on ‘non-self’ to apply its intrinsic technique of the ‘use of self’ to serve the clients, when the Buddhist communities may learn from the Social Work Profession to bring the Buddhist teaching to serve the society at large. Furthermore, ideas on supporting inter-disciplinary collaboration generated from developing the BMBSS may transfer into promoting dialogues and networking between the Buddhist communities and other professions to integrate the ‘Universal Applicability’ of Buddha Dhamma to serve the needs of the Buddhists and non-Buddhists. / published_or_final_version / Buddhist Studies / Doctoral / Doctor of Philosophy

During the period between 1640 and 1700, over forty works were produced by authors identifying themselves as “T. S.” In the field of early modern literary studies, one T. S. has been particularly important to scholars because of this author’s imitative version of John Bunyan’s popular allegory titled The Second Part of the Pilgrim’s Progress (1682). This work by T. S., who has become known as Thomas Sherman, achieves minor success and prompts Bunyan to write his own authentic sequel. My research has uncovered an attribution history that identifies four additional texts—Divine Breathings (circa 1671); Youth’s Tragedy (1671); Youth’s Comedy (1680); Divine Breathings, the Second Part (1680)—and credits all of them to a Thomas Sherman. Of the five works attributed to this author, the most impressive printing history belongs to the earliest offering, Divine Breathings, or a Pious Soul Thirsting after Christ in a Hundred Pathetical Meditations, which appears in over 60 printings from 1671 to 1883 in England, Scotland, and North America. My research scrutinizes this attribution history and raises questions about identifying this T. S. as Thomas Sherman. Based on internal and external evidence, I argue that T. S. is not the author of Divine Breathings but establishes his authorial identity as an imitative writer who actively participates in the genre of Protestant meditational literature by providing sequels (i.e., Divine Breathings …the Second Part and Second Part of the Pilgrim’s Progress).

During the period between 1640 and 1700, over forty works were produced by authors identifying themselves as “T. S.” In the field of early modern literary studies, one T. S. has been particularly important to scholars because of this author’s imitative version of John Bunyan’s popular allegory titled The Second Part of the Pilgrim’s Progress (1682). This work by T. S., who has become known as Thomas Sherman, achieves minor success and prompts Bunyan to write his own authentic sequel. My research has uncovered an attribution history that identifies four additional texts—Divine Breathings (circa 1671); Youth’s Tragedy (1671); Youth’s Comedy (1680); Divine Breathings, the Second Part (1680)—and credits all of them to a Thomas Sherman. Of the five works attributed to this author, the most impressive printing history belongs to the earliest offering, Divine Breathings, or a Pious Soul Thirsting after Christ in a Hundred Pathetical Meditations, which appears in over 60 printings from 1671 to 1883 in England, Scotland, and North America. My research scrutinizes this attribution history and raises questions about identifying this T. S. as Thomas Sherman. Based on internal and external evidence, I argue that T. S. is not the author of Divine Breathings but establishes his authorial identity as an imitative writer who actively participates in the genre of Protestant meditational literature by providing sequels (i.e., Divine Breathings …the Second Part and Second Part of the Pilgrim’s Progress).

Submitted by MARIA APARECIDA COUTO null (ma_couto@yahoo.com.br) on 2016-03-25T22:47:49Z No. of bitstreams: 1 Dissertação_COUTO, M.A. pdf.pdf: 1624514 bytes, checksum: 82996a2f516b080a5fea7adf23e06528 (MD5) / Approved for entry into archive by Juliano Benedito Ferreira (julianoferreira@reitoria.unesp.br) on 2016-03-28T16:35:17Z (GMT) No. of bitstreams: 1 couto_ma_me_bauru.pdf: 1624514 bytes, checksum: 82996a2f516b080a5fea7adf23e06528 (MD5) / Made available in DSpace on 2016-03-28T16:35:17Z (GMT). No. of bitstreams: 1 couto_ma_me_bauru.pdf: 1624514 bytes, checksum: 82996a2f516b080a5fea7adf23e06528 (MD5) Previous issue date: 2016-01-21 / Frente aos resultados dos estudos científicos e a partir de relatos de experiência em salas de aula de alfabetização de jovens e adultos, entende-se que o trabalho referente à prática pedagógica precisa ter sentido e significado para o educando. Assim, torna-se necessário, para o letramento, uma mediação pedagógica que seja direcionada às práticas sociais da leitura e da escrita, considerando a dimensão afetiva nas relações educador-educando no processo de ensino-aprendizagem. Com intenção de planejar e propor materiais pedagógicos, que atendam às especificidades dos educandos jovens e adultos, esta pesquisa tem como objetivo geral explorar, empiricamente, como tem ocorrido e pode vir a ocorrer a mediação pedagógica do educador atuante na Educação de Jovens e Adultos (EJA), propondo um material didático específico. Nessa direção, apresenta como objetivos específicos: a) observar, relatar e analisar o contexto em que se dá a mediação pedagógica em três classes de alfabetização de jovens e adultos; b) realizar, com os educadores, o levantamento prévio das palavras geradoras (em ordem alfabética) mais trabalhadas em suas salas de alfabetização de jovens e adultos; c) produzir um material didático para alfabetização contando com imagens representativas das palavras geradoras, frases significativas e algumas possibilidades de atividades. Sob a abordagem qualitativa, a pesquisa foi realizada em uma escola de jovens e adultos, da qual participaram trinta e oito educadores e dezoito educandos. Contou com os seguintes instrumentos de coleta de dados: diário de campo para registro das observações em sala de aula; formulário de apontamento para palavras geradoras e técnica de imagem digital para produção e seleção de fotografias representativas das palavras geradoras apontadas. Os resultados obtidos, pela observação sistemática nas salas, apontam que a práxis pedagógica atual da unidade escolar faz uso de múltiplas metodologias, embasadas na abordagem histórico-cultural e também na tradicional. Contudo, é perceptível a presença constante da abordagem freireana, tendo por base o diálogo, a afetividade e a humanização entre educadores e educandos, com a valorização dos saberes e da cultura popular que os educandos trazem ao ingressarem na escola. Também como resultado da presente pesquisa, esta autora desenvolveu, no produto integrante à dissertação, material didático ilustrado para os educandos (e-book) e com orientações para os educadores, ressaltando que todas as ilustrações nele constantes foram validadas pelos educandos participantes da pesquisa. / In face of the results of scientific studies and based on experience reports on literacy classrooms of youth and adult education, the work related to teaching practice needs to have meaning and significance to the student. Therefore, for that purpose, it becomes necessary to realize a pedagogical meditation which is directed towards the social practices of reading and writing, considering the affective dimension in teacher-student and teaching-learning relationships. Intending to plan and propose pedagogical materials that meet the specific characteristics of young and adult learners, this research generally strives to empirically explore how has the working teacher’s mediation on youth and adult education (EJA) occurred and how it may occur, proposing a specific course material. In this direction, it presents as specific goals: a) to observe, report and analyze the context in which the mediation in three literacy classes for youth and adults occurs; b) through educators, carry the previous survey of the generative words (in alphabetical order) that have been the most worked on in their literacy classes for youth and adults; c) to produce didactic material meant for alphabetization, containing representative images of generator words, meaningful phrases, and some possible activities. Under the qualitative approach, the research was carried on in a school of youth and adults, in which thirty-eight educators and eighteen learning students took part of. It has included the following data-collecting tools: field diary meant for registering the classroom observations; appointment form for generator words, and digital image techniques for production and selection of representative photographs of the cited generator words. The obtained results, under the systematic observation of classrooms, show that the current pedagogical praxis of the schooling unit makes use of multiple methodologies, based on the historical-cultural approach, as well as the traditional one. However, it is possible to notice that the constant presence of Freire's approach, based on dialogue, affection and humanization between teachers and students, as well as the enhancement of knowledge and popular culture brought by the students upon entering school. Also as a result of the current research, this author has developed, in the in integrated product to this thesis, illustrated didactic material for the students (e-book) and containing orientations for the educators, being worth mentioning that all of said illustrations were validated by the students who took part in the present research.

Binauralt ljud skapar en kognitiv process hos den människa som via hörlurslyssning exponeras för två toner med liknande frekvens. Forskning visar att denna audiella teknik påverkar vår hjärna1. Stimulansen innefattar effektiv pådrivning av sömn, kreativitet, meditation och kognition. Min uppfattning är att musikens viktigaste punkt är lyssnaren och dennes uppfattning. Jag har valt att forska om ett verktyg som kan lyfta min och andras musikproduktion inkluderat förbättrad kommunikation till åhöraren. Med en infallsvinkel att skapa en musikalisk produktion med avsikt att frambringa avslappning hos lyssnaren. Från det perspektivet har jag med hjälp av ett designarbete utrett om binaurala ljud kan tillämpas i en musikproduktion. Genom ett experiment och test har jag kartlagt i vilken mån effekten av binaurala ljud påverkar den musikaliska upplevelsen hos lyssnaren. ’’Musik med binaural beat’’ är en uppsats med musikalisk prägel, utförd av Erica Hallström (2019) på Kungliga musikhögskolan. Hallströms arbete, likt mitt syftar även till att påvisa binaurla ljuds funktion att påverka lyssnaren. Våra arbeten fungerar som en förstudie som tillsammans skapar en större trovärdighet. En subjektiv studie är begränsad på validitet, men om vi å andra sidan ökar kvantiteten av data som pekar åt ett visst håll, expanderas dess gällande kraft. Testresultatet visar på att de binaurala ljuden tillför en viss positiv verkan och därmed ger effekt till viss del. Då ett antal deltagare upplever en påverkan på sinnestillståndet, utesluter inte resultatet syftet tillanvändning i en musikproduktion. Slutsatsen är att ljuden har en funktion likt kreativt redskap, snarare än ett tekniskt. En musikproducents process består ständigt av val, det är dess val om de finner binaurala ljud som verktyg i dess skapande

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