Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 248-256). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 1997. / Typescript. Vita. Includes bibliographical references (leaves 248-256). Also available on the Internet.

Yeung, Yang. / "August 2004." / Thesis (Ph.D.)--Chinese University of Hong Kong, 2004. / Includes bibliographical references (p. 314-321). / Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web. / Mode of access: World Wide Web. / Abstracts in English and Chinese.

Thesis (Ph. D.)--University of Oregon, 2000. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 251-271). Also available for download via the World Wide Web; free to University of Oregon users.

Literary medievalism has always been critically controversial; it has often been dismissed as reactionary or escapist. This survey of major medievalist writers from America, England, Ireland and Iceland aims to demonstrate instead that medievalism is one of the characteristic literatures of modernity. Whereas realist fiction focuses on typical, plausible or common experiences of modernity, medievalist literature is anything but reactionary, for it focuses on the intellectual circumstances of modernity. Events such as the Enlightenment, the Industrial Revolution, many political revolutions, the world wars, and the scientific discoveries of Isaac Newton (1643-1727) and above all those of Charles Darwin (1809-1882), each sent out cultural shockwaves that changed western beliefs about the nature of humanity and the world. Thus, intellectual anachronisms pervade medievalist literature, as some of the greatest writers of modern times offer new perspectives on old legends. The first chapter of this study focuses on the impact of Darwin’s ideas on Victorian epic poems, particularly accounts of natural evolution and supernatural creation. The second chapter describes how late Victorian medievalists, abandoning primitivism and claims to historicity, pushed beyond the form of the retelling by simulating medieval literary genres. The third chapter crosses into the twentieth century and examines the relationship between the skepticism of a new generation of medievalist writers and their exploration of radical new possibilities in artificial mythology. The fourth chapter examines the gender dynamics of medievalist works, discussing how medievalist writers reinterpreted stock character types through metafiction. The final chapter’s focus is on war, propaganda, and human nature; it documents the iconoclastic trend in postwar medievalism, as writers examine the role of literature in encouraging nationalism and organized violence. Tying together the major threads of medievalism from the previous chapters, this final chapter chases the greatest shockwave of the twentieth century through inverted medieval landscapes where the author may be the greatest villain of all. Rejecting the critical Balkanization of medievalism, this study instead offers a unified view of nineteenth- and twentieth-century responses to northern legend, one which shows medievalism closely tracking the shocks of modernity. / October 2016

Twentieth-century science proves that heredity and environment function similarly in all named living species except one--Homo sapiens. Man alone, through his intellect, forms language and culture, thereby affecting his environment so that he participates in the process of his own creation. This participation so links humans that each man extends outside himself creating of the human race a single, whole fabric. C. P. Snow, aware of this communal reality, notes the present lack of communication between scientists and humanists. He contends that this lack, described as the two-cultures split, endangers both the practical survival of Western civilization and mankind's understanding of its own humanity. This study analyzes modern scientific reality and shows that Snow's articles, lectures, and novels articulate that reality and confirm the merit of Snow's observations.

Einsteinian relativity forever altered our understanding of the metaphysics of time. This study considers how this scientific theory affects the formulation of time in postmodern narratives as a necessary step toward understanding the relationship between empirical science and literary art. Two novels by Kurt Vonnegut, The Sirens of Titan and Slaughterhouse-Five, exemplify this synthesis. Close readings of these texts reveal an underlying temporal scheme deeply informed by relativity. Furthermore, this study explores how relativity manifests in these texts in light of the block universe concept, Gèodelian universes, and strange loop phenomena. Vonnegut's treatment of free will is also discussed. All of these considerations emphasize Vonnegut's role as a member of the Third Culture, an author who consciously bridges C.P. Snow's two cultures. / by Francis C. Altomare IV. / Thesis (M.A.)--Florida Atlantic University, 2010. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2010. Mode of access: World Wide Web.

The CTS assumptions applied to the teaching reinforce the idea of an education that aims at training for citizenship, on the basis of interrelations between science-technology-society, in a school environment of knowledge construction, individual and collective values, with the aim of fostering the criticality and making decisions on the part of students. The present study sought to recognize and track a school reality within a context where the teaching learning process had on narrowing with these assumptions in the discipline of science in elementary education. For the collection of data we seek a school unit that was well respected both in pedagogical aspect as in structural array of municipal schools of Aracaju. We check the conceptions of students as their visions of science, of classes and how they see the teacher. As the teacher, as well as monitor the implementation of its didactic sequence in loco, collect conceptions of their teaching-learning vision and its assessment of this process. Follow-up activities have been effective without claim to judgment of value or content analysis. In possession of the data, we reflect on the reports of professor and students, as well as the effective presence of CTS vision in the classroom by the teacher. / Os pressupostos CTS aplicados ao ensino reforçam a ideia de uma educação que vise à formação para a cidadania, partindo das inter-relações entre ciência tecnologia sociedade, num ambiente escolar de construção do conhecimento, de valores individuais e coletivos, com o intuito de fomentar a criticidade e tomada de decisões por parte dos alunos. O presente trabalho buscou reconhecer e acompanhar uma realidade escolar dentro de um contexto onde o processo de ensino aprendizagem tivesse em estreitamento com estes pressupostos na disciplina de Ciências no Ensino Fundamental. Para a coleta de dados buscamos uma unidade escolar que fosse bem conceituada tanto no aspecto pedagógico como estrutural dentro do leque das escolas municipais de Aracaju. Buscamos verificar as concepções de alunos quanto as suas visões de ciência, das aulas e como eles veem o professor. Quanto ao professor, além de acompanharmos a aplicação de sua sequência didática in loco, coletamos concepções sobre sua visão de ensino-aprendizagem e sua avaliação deste processo. As atividades de acompanhamento foram efetivadas sem pretensão de julgamento de valor ou de análise de conteúdo. Em posse dos dados, buscamos refletir sobre os relatos do professor e alunos, bem como a presença efetiva da visão CTS na prática de sala de aula proposta pelo professor.