Thesis (M.A.)--University of Mobile, 2005. / Abstract. Includes bibliographical references (leaves 109-121).

本論文采用詮釋 -- 對話的方法，深入比較了侯活士和趙紫宸品格（人格）倫理。旨在期望該方法能夠較準確全面地展現他們各自倫理思想之獨特性，以及促進與豐富中西方學界在該理論上之交流。 基於此，本論文首先批判性地分析與詮釋了二者的相關文本，以此揭示他們重要的神學倫理語境、前設與內容；再者，在文本詮釋之基礎上比較了二者概念與內容上之重要的相似點不同處；其次，找出在實踐 了二者概念與內容上之重要的相似點不同處；其次，找出了二者在實踐中嘗試處理的道德議題 -- 戰爭與和平，並從他們各自的立場出發相互詢問道德實踐之目的、原則和意義，從而進行跨文化溝通對話；最後筆者得出如下結論： 侯活士與趙紫宸的品格（人格）倫理具有高度相似性與差異性，或者有交疊與相異之處。儘管其倫理確是基於不同文化背景產生的兩種理論，具有不同的概念體系與社會背景，具有不同的概念體系與社會背景，具有不同的概念體系與社會背景， 而這塑造了他們各自處理道德問題的視角差異性 。但是，總體上他們始終以“如何成為聖潔和平的群體 ”發展相關理論， 以及他們不斷在回應 “信徒應該如何處理戰爭與和平 ”之實踐問題。不僅如此，侯活士的品格倫理在論上更系統與完善，它能夠為趙紫宸人格理論之重構提供參考與借鑒。較之，趙紫宸的人格倫理在實踐上更具體與切實，它能夠為侯活士的倫理實踐反省給予啟迪。 關鍵詞：品格、人格、比較、詮釋、對話

A discussion of the artistic education and development of the author, Stanley Boris Pransky, along with a commentary on the paintings of his one man exhibition. / "August, 1960." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Karl Zerbe, Professor Directing Paper.

The purpose of the study was to figure out a good and an effective way to learn how to master extended trumpet techniques in order to be able to play the piece Solus (1975) by Stanley Friedman (b. 1951) for unaccompanied solo trumpet. To gain a deeper understanding of the composer’s intentions, the study also includes a music analysis of Solus. Various methodological approaches were used: sheet music and performance instructions, own practice, digital tools, recordings, literature and trumpet method books. The results of the study indicate that five different extended trumpet techniques were identified and analysed. They were slide glissandi, flutter tongue, pedal tones, singing and open trigger. For slide glissandi, it was important to separate the technique into smaller portions, to first practice without glissandi in order to embody the music and then practice glissandi separately. For flutter tongue, airflow and a relaxed tongue were essential. Pedal tones require time to master and using trumpet method books was a great way to improve the pedal register. For singing in the third movement of Solus, it was useful to practice singing and even screaming, both in private and in front of an audience. The open trigger technique was mastered by practicing with a drone, using digital tools, and to practice playing the open trigger notes with open fingerings. It was very rewarding to master the extended trumpet techniques in the piece Solus and it will be of great use for any performer.

No description available.

O objeto de estudo deste trabalho é a trilogia marciana de Kim Stanley Robinson, com a publicação de Red Mars, em 1993; Green Mars, em 1994; e Blue Mars, em 1996. A partir do questionamento de sua visão de utopia, que é corroborada pelo crítico materialista Fredric Jameson em seu livro Archaeologies of the Future, de 2005, procuro analisar a solução pós-moderna e multicultural para uma sociedade ideal, apresentada por ambos. Assim, essa dissertação discute o alcance dessa utopia fragmentada e aponta como ela é resultado da perspectiva histórica e de um ponto de vista. Outro objetivo é demonstrar como os Estados Unidos moldam o imaginário da trilogia, repetindo uma tradição da ficção científica do país. / The aim of this paper is to present a reading of Mars Trilogy, by Kim Stanley Robinson, published in 1993 (Reds Mars), 1994 (Green Mars), and 1996 (Blue Mars). By questioning his idea of utopia, reinforced by the materialist critic Fredric Jameson in Archaeologies of the Future (2005), I investigate the postmodern and multicultural solution for an ideal society they both propose. Therefore, one of the main purposes of this dissertation is to discuss this fragmented utopia and how its result reveals the historical perspective and the point of view. Another drive is to demonstrate that the United States construct the imagery behind the trilogy, repeating a tradition in the local science fiction.

O objeto de estudo deste trabalho é a trilogia marciana de Kim Stanley Robinson, com a publicação de Red Mars, em 1993; Green Mars, em 1994; e Blue Mars, em 1996. A partir do questionamento de sua visão de utopia, que é corroborada pelo crítico materialista Fredric Jameson em seu livro Archaeologies of the Future, de 2005, procuro analisar a solução pós-moderna e multicultural para uma sociedade ideal, apresentada por ambos. Assim, essa dissertação discute o alcance dessa utopia fragmentada e aponta como ela é resultado da perspectiva histórica e de um ponto de vista. Outro objetivo é demonstrar como os Estados Unidos moldam o imaginário da trilogia, repetindo uma tradição da ficção científica do país. / The aim of this paper is to present a reading of Mars Trilogy, by Kim Stanley Robinson, published in 1993 (Reds Mars), 1994 (Green Mars), and 1996 (Blue Mars). By questioning his idea of utopia, reinforced by the materialist critic Fredric Jameson in Archaeologies of the Future (2005), I investigate the postmodern and multicultural solution for an ideal society they both propose. Therefore, one of the main purposes of this dissertation is to discuss this fragmented utopia and how its result reveals the historical perspective and the point of view. Another drive is to demonstrate that the United States construct the imagery behind the trilogy, repeating a tradition in the local science fiction.

Syftet med denna uppsats är att undersöka hur historiska reseberättelser kan användas i svenskundervisning på gymnasiet. Detta gjordes genom en analys av Fredrika Bremers Hemmen i den nya världen (1853–1854) och Henry Morton Stanleys Hur jag fann Livingstone (1872) där genretypiska teman och konflikter identifierades utifrån bland annat Carina Lidströms genrekriterier och personabegrepp. De teman som analyserades är: persona, läsarens man på plats, mötet med andra kulturer samt kvinnligt och manligt. Dessa utgjorde tillsammans med bland annat Kathleen McCormicks litteraturdidaktiska repertoarteori grunden för den avslutande didaktiska diskussionen.  Resultatet visar att både Bremers och Stanleys reseberättelser har många teman och konflikter som lämpar sig för undervisning, bland annat att de visar på ideologiska motstridigheter i sin samtid, och att reseberättelsen som genre har hög didaktisk potential bland annat genom sin position mellan fakta och fiktion. / The aim of this essay is to examine how historical travel writing can be used in the teaching of Swedish in the upper secondary school. This is done by an analysis of Fredrika Bremer’s Homes in the New World (1853–1854) and Henry Morton Stanley’s How I Found Livingstone (1872), where the genre-specific themes and conflicts are identified, using Carina Lidstöm’s genre criterias. The themes are persona; the reader’s ”man on the scene”; meeting of other cultures, and female and male gender roles. Together with Kathleen McCormick’s literary didactic repertoire theory, these themes form the basis for the closing didactic discussion.  The results show that both Bremers’s and Stanley’s travelogues have many themes and conflicts that are suitable for teaching, including signs of ideological contradictions in their time, and that travel writing as a genre has a high didactic potential through its position between fact and fiction.

No description available.

published_or_final_version / Architecture / Master / Master of Landscape Architecture