Spinning, a task modern western society has eliminated from the list of household chores, was once a staple of every medieval woman’s life. This facet of medieval women’s work should not be neglected, since its shift appears to play a fundamental role in allowing industrialization through relocation of workload. When the new tool, the spinning wheel, was added to a woman’s possible ways of finishing this task, was it universally adopted? A look at the pervasive task from three perspectives shows that this new tool was slowly accepted and did not replace the original tool, the spindle. These perspectives are, first a literary review of how and when the term spinning wheel entered the the the cultural vocabulary. The second is a pictorial review of what type of spinning implements are shown in artwork and when the spinning wheel joins these pictures. An archaeological review of spindle whorls form York and Sweden to see if the introduction of the spinning wheel can be inferred from their inertial values is last. / Access to thesis permanently restricted to Ball State community only / Department of Anthropology

In the 1890s, Antonin Dvořak created five symphonic poems, respectively The Water Goblin¡BThe Noon Witch¡BThe Golden Spinning Wheel¡BThe Wild Dove¡BA Hero's Song. The first four poems originated from Erben¡¦s prosody anthology, Dvořak present the personality of the roles by using Czech rhyme and characters features, and successfully promote the development of plot by adding the realism sound effects with poems content. According to the unique narrative poem, it presents the original by using succeed verse to verse faithfully. In addition to the introduction and conclusion in this study, it contains three main chapters. The Chapter 1 is discussed in detail for ¡§the creation course and nationality about Dvořak¡¨, ¡§Symphonic poem of the 19th century¡¨, ¡§narrative poem and ballade¡¨ and four symphonic poems according to Erben anthology respectively. Chapter 2 focuses on the careers and brainchild of Erben, and the writing concept about Kytice. The chapter 3 is base on the created years of the four symphonic poems to know the narratives of Dvořak by investigating the creative concept and the process of composition.

abstract: Situated within seminal debates on the questions of liberation and justice viewed from the postcolonial context, this dissertation evaluates freedom narratives from both sides of the colonial divide during the period of high imperialism. Creating a transnational grouping of three diverse historical figures, E. M. Forster, M. K. Gandhi, and James Joyce, I argue for similarities in these writers’ narrative construction of “freedom” against colonial modernity. I argue that despite these writers’ widely disparate historical and cultural determinations, which uniquely particularize each of their freedom formulas as well as freedom “ideals” – the ideal of culture for Forster, renunciation for Gandhi and aesthetic apprehension for Joyce, these writers conceive of a commensurate/globally related form of “freedom” as postcoloniality and demonstrate cosmopolitan ambition. I also argue that the global form of postcoloniality they each practice can only be articulated through a close attention to each of their specific and local difference. The key contribution of the dissertation is to establish a new significance of the notion of fetishism for postcolonial studies, from both historical and theoretical perspectives. From a background that emphasizes the primacy of the concept of fetishism in its historical evolution within colonizing narratives of various Western discourses, especially fetish’s constitutive role in Enlightenment philosophy’s othering narrative of “primitive” natives, the work foregrounds a novel theoretical and narrative insight that the fetish demonstrates a unique potential to articulate/embody freedom as post-coloniality. Through a detailed critical analysis of each freedom narrative, I demonstrate how the clashes of particular contradictory cultural ideologies, in fact, determine each freedom narrative and how these contradictions are projected onto and galvanized by a fetish object(s). The work extends the ideas of Sigmund Freud, William Pietz, Homi Bhabha, Anne McClintock and Jacques Derrida on fetishism. Employing the framework of fetishism it brings into view similarities among the said three writers’ definition and practice of freedom. The work weighs in on critical debates between Marxist and Post-structural camps in postcolonial studies and proposes a new form of cosmopolitanism. / Dissertation/Thesis / Doctoral Dissertation English 2017

Submitted by Jaqueline Silva (jtas29@gmail.com) on 2014-09-26T18:41:30Z No. of bitstreams: 2 Bueno, Divino Alves-2013-dissertação.pdf: 3673110 bytes, checksum: 921d0889f4450e24a506397be523f4b7 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Approved for entry into archive by Jaqueline Silva (jtas29@gmail.com) on 2014-09-26T18:41:41Z (GMT) No. of bitstreams: 2 Bueno, Divino Alves-2013-dissertação.pdf: 3673110 bytes, checksum: 921d0889f4450e24a506397be523f4b7 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) / Made available in DSpace on 2014-09-26T18:41:41Z (GMT). No. of bitstreams: 2 Bueno, Divino Alves-2013-dissertação.pdf: 3673110 bytes, checksum: 921d0889f4450e24a506397be523f4b7 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5) Previous issue date: 2013-10-08 / The contemporary world, increasingly mediatic, has placed great challenges for communication, education and citizenship. One is to understand the communication mediation constitutive of educational processes. At present, it is essential for educators, more than to understand, to appropriate the new dynamic languages that circulate so increasingly frequent in the context of the classroom and beyond "clandestinely" (Baccega, 2000). In this context - marked by digital culture - reflect, study and understand the interfaces among communication, education and citizenship seem a fundamental and urgent challenge for educators and communicologists. This research aims to undertake an effort to explain the intrinsic relationship between communication, education and citizenship in the educational process, from the perspective of the administrators, students and teachers participating in the School Radio Program “Roda Pião”, developed in state and municipal schools of Silvânia, a city in the state of Goiás, from 1999 to 2011. Given the nature and complexity of the object of study, a qualitative approach proved more appropriate. For data collection, after preliminary investigations, exploratory study on the subject, we have used semi-structured interviews, focus groups and document analysis. For a better understanding of the pedagogical use of the radio, this research takes as a theoretical reference communication approaches that privilege active participation of subjects in the constitution of the communicative act, beyond the instrumental and unidirectional dimension that the media tend to assume in the society in which we live. From the educational point of view, the study is based on the understanding that the educational act becomes full when teachers and students actively participate in the construction of knowledge, a process that can be enriched by the presence of media technologies in the teaching-learning process. Thus understood, the interfaces between communication and education, noted throughout the development of the Spinning Wheel, contributed significantly to the constitution of citizens aware of their rights and duties. / A contemporaneidade, cada vez mais midiática, tem colocado grandes desafios para a comunicação, educação e cidadania. Um deles é o de compreender as mediações comunicacionais constitutivas dos processos educacionais. Atualmente, torna-se imprescindível para os educadores, mais do que compreender, apropriar-se das novas e dinâmicas linguagens que circulam de modo cada vez mais frequente, no contexto da sala de aula e para além dela, de “forma clandestina" (BACCEGA, 2000). Neste contexto marcado pela cultura digital, refletir, estudar e compreender as interfaces entre comunicação, educação e cidadania parece um desafio urgente e fundamental para educadores e comunicólogos. Esta investigação tem por finalidade empreender um esforço no sentido de explicitar a relação intrínseca existente entre comunicação, educação e cidadania no processo educativo, a partir da visão dos gestores, alunos e professores participantes do Projeto Rádio Escola Roda Pião, desenvolvido em escolas estaduais e municipais da cidade de Silvânia, no Estado de Goiás, no período de 1999 a 2011. Dada a natureza e a complexidade do objeto de estudo, a abordagem qualitativa se mostrou a mais adequada. Para a coleta de dados, após investigações preliminares, de caráter exploratório sobre a temática de estudo, foram utilizadas as técnicas de entrevistas semiestruturadas, grupo focal e análise documental. Para uma melhor compreensão do uso pedagógico do rádio, esta investigação assume como referencial teórico abordagens da comunicação que privilegiam a participação ativa dos sujeitos na constituição do ato comunicativo, para além da dimensão instrumental e unidirecional que as mídias tendem a assumir na sociedade em que vivemos. Do ponto de vista educacional, o estudo se fundamenta no entendimento de que o ato educativo se torna pleno quando professores e alunos participam ativamente da construção do conhecimento, processo que pode ser enriquecido pela presença das tecnologias midiáticas no processo ensinoaprendizagem. Assim entendidas, as interfaces entre comunicação e educação, constatadas ao longo do desenvolvimento do Roda Pião, contribuíram significativamente para a constituição de sujeitos cidadãos conscientes de seus direitos e deveres.