Thesis (Ph. D.)--Auburn University. / Abstract. Vita. Includes bibliographical references (p. 148-159).

Submitted by Andrea Hayashi (deachan@gmail.com) on 2016-06-28T12:25:21Z No. of bitstreams: 1 dissertacao-sidnei-de-oliveira.pdf: 3146663 bytes, checksum: 792cbda5687c281b1ee6c92410128da2 (MD5) / Approved for entry into archive by Andrea Hayashi (deachan@gmail.com) on 2016-06-28T12:26:38Z (GMT) No. of bitstreams: 1 dissertacao-sidnei-de-oliveira.pdf: 3146663 bytes, checksum: 792cbda5687c281b1ee6c92410128da2 (MD5) / Made available in DSpace on 2016-06-28T12:26:38Z (GMT). No. of bitstreams: 1 dissertacao-sidnei-de-oliveira.pdf: 3146663 bytes, checksum: 792cbda5687c281b1ee6c92410128da2 (MD5) Previous issue date: 2013-03-25 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Esta Dissertação tem como objetivo mostrar a recepção do Beethoven de Wagner na obra de Nietzsche, mais precisamente em seu livro O Nascimento da Tragédia. Wagner tenta explicar aos alemães as razões de Beethoven figurar no mesmo patamar de Goethe e Schiller, Wagner utiliza-se de uma exposição do homem e do gênio Beethoven para chegar a esta conclusão. A partir de uma breve análise da Nona Sinfonia podemos perceber porque esta obra foi tão importante para Wagner dar sequência em seu drama musical, e justamente nesta junção que houve da palavra com a música na composição de Beethoven é que Nietzsche vê a importância destes dois compositores alemães, utilizando-os para sua primeira obra. Em resumo, mostraremos a apropriação que Nietzsche realiza não apenas do texto Beethoven, mas de Wagner e de Schopenhauer para explicar a questão musical no Nascimento da Tragédia. / This dissertation aims to show the reception of Wagner’s Beethoven in the work of Nietzsche, more precisely in his book The Birth of Tragedy. Wagner tries to explain the reasons for the Germans Beethoven appear at the same level of Goethe and Schiller, Wagner uses an exposure of Beethoven as a man and as a genius to reach this conclusion. From a brief analysis of Beethoven’s Ninth Symphony we can see why this work was so important for Wagner to give sequence to his musical drama, and precisely at this juncture between word and music in Beethoven’s composition Nietzsche sees the importance of these two German composers, using them for his first work. In summary, we will show the appropriation that Nietzsche performs not only of Beethoven, but of Wagner and Schopenhauer to explain the musical issue in The Birth of Tragedy.

The purpose of this study was twofold: (1) to discover some social and economic factors concerning the home background of the ninth and twelfth-grade students during their first and last years of high school; and (2) to study the physical status of these groups for the year 1949-1950, noting the development of each group in order to discover the relationship, if any, of social and economic status upon school marks of the students in the two grades.

The purpose of this study is to determine what problems the ninth-grade students of the North Texas Demonstration School at Denton, Texas, and the Denton Junior High School, say concern them most and to make some recommendations for helping students solve these problems.

The problem with which this investigation is concerned is that of discerning the traits of a group of pupils who have low levels of learning and developing for them a more appropriate "differentiated program" of instruction in language arts.

To live intelligently in our rapidly changing society, every member of our society needs to acquire knowledge and skills in the field of mathematics, not only in specialized fields, but in all areas of everyday living.

A study was conducted at North Cache Junior High School in Richmond, Utah, during the 1967-68 school year to determine an effective method of predicting which students would be able to succeed in algebra in the ninth grade. Eighth grade marks in mathematics, two algebra aptitude test scores, and student self-success ratings were compared with the final algebra grades to determine the best single predictor of success in algebra and to determine the best combined predictors of success. The best single predictor of success in algebra was the student's final mark in eighth grade mathematics. The best combined predictors of success included the eighth grade marks in mathematics and the Survey Test of Algebra Aptitude scores.

The purpose of this study was to compare the student achievement prior to and after the implementation of a freshman academy at one school in East Tennessee. The researcher used student data from the end of course exam scores for Algebra I and English I. The failure rate of freshman prior to and after the implementation of the Freshman Academy was examined. The data were analyzed using a chi square statistical analysis. A significant difference was observed in the end of course exam scores for Algebra I and English I after the implementation of the Freshman Academy. Qualitative data examined for this study were interviews with administrators and teachers discussing the implementation process of the Freshman Academy. The quantitative findings revealed that students who attended the Freshman Academy had increased achievement on the end of course exam for Algebra I and English I. The failure rates for the freshman who attended the Freshman Academy revealed there was a decrease. The qualitative findings revealed that the administrators and teachers were concerned with the isolation of the freshman at the academy. Isolating the freshman to allow for maturity and to allow for the fostering of the sense of community was essential, but this decreases the positive interaction with the upper classmen.

Previous research has documented a link between the self concept and academic achievement of gifted children. The purpose of this study was to examine the relationships between self concept and academic achievement of ninth grade gifted students who participated in two types of gifted programs (gifted classes versus enrichment programs) from fourth to sixth grade. In addition, this study sought to determine whether there are any differences in these relationships by continued participation in gifted programs, ethnic groups, and gender. The target participants were 105 ninth grade students, of which 52 chose to participate in completing the Tennessee Self Concept Scale-2 and to provide additional information. The students' Stanford Achievement Test - 9 scores from eighth grade were obtained as measures of academic achievement. The purpose of the study was fulfilled with an ex-post facto design. The results indicate that students who participated in gifted classes from fourth to sixth grade did not demonstrate a significantly higher total self concept compared to enrichment program students. Students who previously participated in gifted classes obtained higher Moral and Family self concepts and significantly higher total reading scores than enrichment program students. However, it was found that both the gifted class and enrichment program students were underachieving academically at the ninth grade level. Results indicate that students participating in gifted programs at the time of this study, regardless of previous program participation from fourth to sixth grade, obtained significantly higher reading and math scores. No significant differences were found with regard to self concept. A significant correlation was found between reading and Moral self concept. No significant differences in self concept based on gender, ethnicity, or social economic status were found. No significant differences in achievement based on gender or social economic status were found. Hispanic students scored significantly lower than Asian students in math. Implications for gifted education, underachieving gifted, and implications for research in this field are discussed.

This dissertation introduces a methodic approach for constructing an architectural model of music, particularly when derived from connections between Beethoven’s renowned Ninth Symphony and New York’s celebrated Chrysler Building. Starting with a historical critique of non-systematic, or cursory surveys between the subjects of music and architecture, the author proceeds into a unique theory of art, which proposes that creative vehicles are inhabited by a kind of inspired genius. The study subsequently introduces sculpture as a “mediator” between our two main art-forms under discussion, and one that serves as an aid when embodying their associated concepts. The author then employs systematic terminology, or “spectrums” in parallel between these formal expressions, while simultaneously assembling the “Complex Array” for the mechanics of tonality in music. When applying this manner of analysis to William Van Alen’s Art Deco masterpiece and the famous romantic Symphony, a visual profile is lent to the catalog of music theory, alongside a harmonic interpretation of architecture, before concluding with how these artistic subjects are significantly distinguished from one another. / Music Theory