Surrealism is examined through its history and phenomenology. The frame of reference is shifted from the history of art to the history of religions; the premises of modern art historiography examined; and Surrealism placed within an interdisciplinary context. The conjunction between the Surreal and the sacred is developed through the phenomenological clues of the uncanny, the weird, and the irrational--popular perceptions of the Surreal. The Surreal is seen as the transition between the ordinary and the extra-ordinary: as the threshold of the sacred. The origins of the Surrealist impulse to "transform life" are traced to occultism, alchemy, and hermetic philosophy, that attempt to create "the union of opposites". Historically, Surrealism stems from this heterodox tradition of archaic, occult, and daemonic elements in European cultures, yet it radically opposes them to the accepted religion and conventional mentality. In so doing, Surrealism creates a new orientation based upon the power of contradiction and ambivalence.

The purpose of this paper is to give the reader an insight into the graphical interface of a Learning Management system, the theme, how it functions and its importance. The main point is how the creation of new themes can be done, and two different approaches are examined and compared.The use of learning management systems have been growing rapidly over the past years. Modern learning, be it basic school, higher education or professional training, is almost always supported by some learning management system where both instructors and participators share learning material, assignments, discussion, among other things.The theme of a learning management system is of great importance and can have a substantial impact on the efficiency of the actual learning process. Themes might also differ in their purpose, thus depending on the target audience, creating a specific theme might be desirable.The work done in this paper examines the structure and function of themes in the web based Totara learning management system, and looks at two different approaches to creating new themes. These approaches involve creating something from scratch, and cloning an already existing theme.The conclusion drawn from the work done in this paper is that the most efficient way of creating a new theme, is through cloning an already existing theme. Only when time and experience is plentiful, and a full control over the theme structure is desirable, is creating a theme from scratch a viable option.

The primary purpose of this study is to demonstrate that the most consistent themes in the selected novels are love and happiness. The novels are: Bonjour tristesse, 1954; Un certain sourire, 1956; La chamade, 1965; Les merveilleux nuages, 1961; Un profil perdu, 1974; Aimez-vous Brahms, 1959; Le garde du coeur, 1968; and De guerre lasse, 1985. Sagan challanges her heroines, and her readers, to find happiness. Each of the heroines handles the individual search for love and happiness in her own specific way. Throughout the novels, love represents pain and suffering as Sagan describes the emptiness of life in modern society. Her works show the futility of love in a world preoccupied by superficial things.

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This study is an investigation into the psychosocial themes present in the DSM-IV diagnosis of adolescents diagnosed with a comorbid Disruptive Behavior and Mood Disorder. These themes are viewed from a psychosocial theoretical perspective. The study focuses on answering four questions. Firstly, what are the psychosocial themes present in the diagnosis of adolescents diagnosed with a comorbid Disruptive Behavior and Mood Disorder? Secondly, how does these themes impact the adolescents psychosocial development? · Thirdly, what role does these themes play as causative factors of Disruptive Behavior and Mood Disorder symptoms in adolescence? · and lastly does these themes represent interactional processes reinforcing a reciprocal pattern of behavior and mood disorder symptoms? These questions are all viewed taking the psychosocial development of the adolescent into account. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2005. / Psychology / unrestricted

A description of the artistic education and development of the author, William Harold Hopper, along with an account of how he conceived of and created several paintings. / "August, 1960." / Typescript. / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: Karl Zerbe, Professor Directing Paper.

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.

A discussion of the artistic education and development of the author, Artemis Skevakis Jegart, along with a commentary on the paintings of his one man exhibition. / "January, 1953." / Typescript. / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: Edmund D. Lewandowski, Professor Directing Paper. / Includes bibliographical references (leaf 40).

Emerging adulthood is a developmental period characterized by the themes of identity exploration, instability, feeling in-between, being self-focused, and exploring possibilities (Arnett, 2006). Emerging adults are at higher risk for anxiety as they navigate novel developmental experiences and responsibilities (Kranszler et al., 2019). This study explores whether these themes map on to the experiences of modern-day emerging adults, and whether developmental functioning corresponds to anxiety. College students completed standard questionnaires and provided free-text responses about adjusting to adulthood. Identity exploration and instability were perceived as the most positive and negative aspects of aging, respectively, though response-type varied by participant demographics. Several responses were not captured by these themes. Participants’ ability to engage in self-care and their living situation were negatively associated with current anxiety. These findings provide important directions for expanding theoretical models and measurement of emerging adulthood.

This essay explores the relationship between the textbooks Fixa Svenskan 1 andFixa Svenskan 2 and the curriculum from a gender-critical perspective, in parts ofthe textbooks that deal with literature. Content analysis is used to explore the maincharacters and themes of the literary texts and the questions provided for studentsto discuss to show if and how these sections challenge norms about gender. Theanalysis shows that these sections include texts that explicitly and implicitlychallenge gender norms, as well as texts that rather reproduce traditional genderroles. From a gender-critical point of view, the implications for teachers mean agreater responsibility to challenge the literary characters and themes that arefound if the textbook does not challenge these aspects themselves. In not doing so,stereotypical, and restrictive gender norms risk being reproduced. This can haveconsequences for the students that are counter-productive and negative whenviewed in relation to the curriculum’s guidelines.