Diese Arbeit befasst sich mit den grammatischen und semantischen Kontexten enumerativer 'there-existentials' im Englischen. Mithilfe von Korpusbelegen werden die Auftretenskontexte näher bestimmt. Im Anschluss werden die Ergebnisse anhand Mira Ariels 'Accessibility Theory' gegengeprüft und interpretiert. / This paper seeks to analyze the grammtical and semantic contexts of enumerative 'there-existentials' in English. By using corpus data, the contextual environment of there-extistantials' will be defined more closely. Afterwards, the results will be checked and interpreted againts Mira Ariel's 'Accessibility Theory'.

<p>This dissertation identifies four American novels published between 2016 and 2018—Colson Whitehead’s <em>The Underground Railroad</em> (2016), Jesmyn Ward’s <em>Sing, Unburied, Sing</em> (2017), Celeste Ng’s <em>Little Fires Everywhere</em> (2017), and Tommy Orange’s <em>There There</em> (2018)—that deploy a multifocal narrative structure to facilitate readers’ ethical engagement with their content. Specifically, these novels’ narrative structures guide readers through spatial reading, or reading across numerous characters’ perspectives of a shared space instead of with the grain of chronological time. Contextualizing these novels within the nation’s shifting racial beliefs initiated by the election of Barack Obama in 2008 and the election of Donald Trump in 2016, I argue that, in these novels, multifocalization and the spatial reading it activates dismantle the cognitive schemas and cultural discourses that sustain unjust racial ideologies. Spatial reading engages readers in acts of rereading and contextualization that diverge from the practices of generalization and erasure affiliated with myths of racial progress and the rhetoric of colorblindness, and it accordingly builds readers’ capacity to acknowledge racism as systemic, structural, and multifaceted. By emphasizing how each novel facilitates readers’ racial literacy, this project diverges from and complicates the widespread belief that the humanities contribute to antiracism by building readerly empathy, instead championing how the humanities impart upon readers the tools to analyze and critique systemic racism. </p>

This essay examines the themes of paranoia and claustrophobia as elements of horror in John Campbell’s novella “Who Goes There?” (1938) and John Carpenter’s film-adaptation of said novella, called The Thing (1982). The novella and the film utilize the lack of trust and reliability in between the characters as elements of fear as well as supernatural elements in the form of a monster. This essay focuses on the different parts of the story running through both versions, mainly the setting, the characters and the monster, to show how the themes of paranoia and claustrophobia are used throughout these as elements of fear and horror. With the help of Sigmund Freud’s concept of the uncanny, as well as other sources, this essay argues that while the monster plays an important role throughout the story, the threats created by the paranoia and claustrophobia are equal to the monster itself.

My Master of Fine Arts thesis film is a 60-minute film that blends documentary and feature film elements entitled Who Is Singing There. It’s a story about Totem, a rock band formed seven years ago. Right before it was to release its second album, lead singer Suming and drummer A-shing were determined to leave the group. Band members held a meeting to work out a solution. Before they knew it, however, they were reminiscing about the time they took part in music competitions in from 2003 to 2005. They realized that the root to why they were coming apart could be traced back to that time and if they wanted the band go any further, they needed not only to rekindle their passion for music but something more. This is an account of the filmmaking process from the initial idea to the finished film. / text

O aumento da produção de habitações de interesse social traz consigo a problemática da qualidade de unidades habitacionais construídas a baixo custo e em um curto espaço de tempo. Aliadas a essas preocupações de caráter qualitativo e quantitativo, surgem também as exigências de caráter ambiental para edifícios, as quais deram origem à criação de dezenas de sistemas de certificação de desempenho ambiental de edifícios, de caráter internacional, que vêm sendo usadas no cenário brasileiro, indiferentemente às suas especificidades e carências. Com isso, o objetivo deste trabalho foi promover uma análise comparativa desses sistemas de certificação, realizando uma discussão de suas inadequações ao contexto brasileiro. A partir da análise comparativa e balizamento de itens avaliativos das certificações estudadas pelos critérios preestabelecidos neste trabalho, pudemos notar que as ferramentas estudadas demonstram uma série de itens avaliativos plenamente aplicáveis a edifícios residenciais situados no cenário brasileiro e outros que ainda necessitam de adaptações. Portanto, esta análise deverá servir como embasamento para um trabalho futuro de criação de diretrizes para o desenvolvimento de um sistema de certificação ambiental de edificações habitacionais brasileiras. / The increased production of social housing brings the issue of the quality of housing units built at low cost. Combined to these concerns, those are qualitative and quantitative, are also the character of environmental requirements for buildings which led to the creation of dozens of buildings environmental performance certification systems, with international character, which have been used in the Brazilian scene, regardless of their specificities and needs. Therefore, the objective of this work is to promote an analysis of these certification systems and conducting a discussion of their inadequacies to the Brazilian context. From the comparative analysis and marking of the certification evaluation items by the established criteria studied in this work, we noted that the studied tools show several evaluative items fully applicable to residential buildings located in Brazil and others ones that still need to be adapted. Therefore, this analysis should serve as a basis for a future work to establish guidelines for the development of an environmental certification system for residential buildings in Brazil.

Fundação Carlos Chagas Filho de Amparo a Pesquisa do Estado do Rio de Janeiro / O presente trabalho possui como objetivo central investigar a teoria acerca da origem da significação, presente na obra Ser e tempo, de Martin Heidegger, procurando mostrar em que medida a significação dos entes traz consigo a interpretação do conhecimento teórico como sendo uma transformação modal da relação semântica em que se movimenta medianamente o existente humano. Para tanto, procuraremos mostrar a partir da idéia de que existem dois extremos de um mesmo movimento de transformação semântica que caracterizam um processo de objetivação ou perda de sentido que a origem de sentido ou instância de produção de todos os conceitos e enunciados filosóficos reside no próprio ser-aí não como um sujeito cognoscente ou representacional, mas como um eu no sentido do si-mesmo próprio que, ao assumir a responsabilidade por seu ser, se mostra como sendo o ponto de vista modal a partir do qual é possível recorrer o sentido indo de encontro com sua própria atividade fundamental. / This work aims to investigate the theory of the origin of meaning, present in Being and Time, Martin Heidegger, trying to show to what extent the significance of loved brings the interpretation of theoretical knowledge as a modal transformation of the relationship semantics which moves in the medium human existent. For that, we show - from the idea that there are two extremes of the same movement of processing semantics that characterize an objective process or loss of sense - the sense of origin or production instance of all concepts and points of philosophy lies in their being-there not as a knowing subject or representational, but as an "I" in the sense of the self itself that, by taking responsibility for his being shown as the modal point of view from which is possible to appeal the order by meeting with its own fundamental activity.

The mid-2000s saw a surge in the popularity of musical biopics: films such as Ray (2004) which tell the story of a star musician. While academic studies have addressed biopics treating classical and jazz composers, the popular musical biopic (encompassing blues, folk, pop, country, rap, and rock) is not only the least studied subtype of the musical biopic, but the most profitable and frequently made. I analyze four different aspects of the musical biopic that illustrate its significance: Chapter One addresses the musical biopic in the context of the post-studio era entertainment industry. I study A Hard Day's Night as a film which reconciles artistry with the commercial imperative of cross-promotion. Chapter Two surveys the increased presence of minority entertainers in post-studio era musical biopics, covering films featuring African American musicians, as well as films which pair a black mentor with a white musician or producer. Chapter Three examines the relationship between storytelling, particularly the portrayal of love relationships, and song performances. I find in that the post-studio era musical biopic often reconciles narrative structures inherited from the classical Hollywood musical with post-classical film styles. Chapter Four, a psychoanalytic study of the contemporary musical biopic, theorizes the genre's turn to the representation of flawed and scandalous subjects.

Youths do not reflect over how it works but rather focus on how they can use the technology. Earlier research has studied if teacher acquires further education in there topics, not if knowledge about new technology can contribute to a better education. If teachers have good knowledge about new technology and forwarding it to the pupils, can it increase the interest for physics among the pupils? Didactic research has shown that pupils would like to see conjunction with the knowledge they receives and their natural world. Didactic research concentrates on how knowledge is forwarding and not on the subject for the education. Six teachers on six different schools has been interview. On three of these schools has also five pupils been interview on their opinion on if and how new technology has be taken up in their education. New technology is being taken up in the physics education, but it exist no recommendation on how. New technologies are being taken up on the teacher’s initiative, paramountly for that rouse interest at pupils or connect the physics to the pupil's reality. Pupils receive also explanations of new technology when they put questions about it during lessons. The teacher’s apprehension about what is new technology varies. Common for all teachers is that they request better knowledge of their subjects of teaching for that being able to take up new technology with the pupils. They pupils that have interviewed thinks that it is good if new technology is being taken up in the physics education, it gives a better connection to reality. / Ungdomar reflekterar inte i första hand över hur ny teknik fungerar utan fokuserar på hur man kan använda tekniken. Tidigare forskning har studerat om lärare behöver ämnesfortbildning, inte om kunskap om ny teknik kan bidra till en bättre undervisning. Om läraren har god kunskap om ny teknik och förmedlar det till eleverna kan det då öka intresset för fysik hos eleverna? Didaktisk forskning har visat att elever vill se samband mellan den kunskap de får och deras omvärld. Didaktisk forskning inriktas på hur kunskap förmedlas och inte på ämnet i undervisningen. Sex lärare på sex olika skolor har intervjuats. På tre av dessa skolor har också fem elever intervjuats för att ge sin syn på om de anser att ny teknik tas upp i undervisningen. Studien visar på att ny teknik tas upp i fysikundervisningen, men det finns inga rekommendationer på hur. Ny teknik tas främst upp på lärarens initiativ, främst för att väcka intresse hos elever men också för att koppla fysiken till elevens verklighet. Elever får även förklaringar av ny teknik när de ställer frågor om den under lektioner. Lärares uppfattning om vad som är ny teknik varierar. Lärare efterfrågar bättre ämneskunskaper för att kunna ta upp ny teknik med eleverna. De elever som har intervjuats tycker det är bra om ny teknik tas upp i fysikkurserna, det ger en bättre koppling till verkligheten.

<p>Youths do not reflect over how it works but rather focus on how they can use the technology. Earlier research has studied if teacher acquires further education in there topics, not if knowledge about new technology can contribute to a better education. If teachers have good knowledge about new technology and forwarding it to the pupils, can it increase the interest for physics among the pupils? Didactic research has shown that pupils would like to see conjunction with the knowledge they receives and their natural world. Didactic research concentrates on how knowledge is forwarding and not on the subject for the education. Six teachers on six different schools has been interview. On three of these schools has also five pupils been interview on their opinion on if and how new technology has be taken up in their education. New technology is being taken up in the physics education, but it exist no recommendation on how. New technologies are being taken up on the teacher’s initiative, paramountly for that rouse interest at pupils or connect the physics to the pupil's reality. Pupils receive also explanations of new technology when they put questions about it during lessons. The teacher’s apprehension about what is new technology varies. Common for all teachers is that they request better knowledge of their subjects of teaching for that being able to take up new technology with the pupils. They pupils that have interviewed thinks that it is good if new technology is being taken up in the physics education, it gives a better connection to reality.</p> / <p>Ungdomar reflekterar inte i första hand över hur ny teknik fungerar utan fokuserar på hur man kan använda tekniken. Tidigare forskning har studerat om lärare behöver ämnesfortbildning, inte om kunskap om ny teknik kan bidra till en bättre undervisning. Om läraren har god kunskap om ny teknik och förmedlar det till eleverna kan det då öka intresset för fysik hos eleverna? Didaktisk forskning har visat att elever vill se samband mellan den kunskap de får och deras omvärld. Didaktisk forskning inriktas på hur kunskap förmedlas och inte på ämnet i undervisningen. Sex lärare på sex olika skolor har intervjuats. På tre av dessa skolor har också fem elever intervjuats för att ge sin syn på om de anser att ny teknik tas upp i undervisningen. Studien visar på att ny teknik tas upp i fysikundervisningen, men det finns inga rekommendationer på hur. Ny teknik tas främst upp på lärarens initiativ, främst för att väcka intresse hos elever men också för att koppla fysiken till elevens verklighet. Elever får även förklaringar av ny teknik när de ställer frågor om den under lektioner. Lärares uppfattning om vad som är ny teknik varierar. Lärare efterfrågar bättre ämneskunskaper för att kunna ta upp ny teknik med eleverna. De elever som har intervjuats tycker det är bra om ny teknik tas upp i fysikkurserna, det ger en bättre koppling till verkligheten.</p>

Fundação de Amparo a Pesquisa no Estado do Rio Grande do Sul / The classical physical science distinguishes itself as a previous project, consisting of the fundamental concepts of elements such as calculation, time, space, motion, matter, force and directed to capture all the nature phenomena supposedly unified. Quantum mechanics advances beyond these postulates, evidencing the inevitable interference of the subject in the search results , in which a reference to an ontological theory with material objects should be able to capture for regularities calculation, it becomes impossible, leaving the core concepts and field for the previous innovative project. As a result, the uncertainty principle that is expressed in a state of motion is identified only as to the statistical calculation or position, or the magnitude of the movement. After the development the existential concept of science that emphasizes the being-there as being-in-the-world to find certain beings as objects by the previous project of the scientific perspective, Heidegger subsequently comes to the conclusion that quantum physics incorporating the classical physics keeps unchangeable in terms of the previous science project of all: the nature disposes in advance a way of securing the meeting proposed by the existing human scientific achievement in theory terms . Science is only an access way to nature in its inexhaustible plenitude, so that it makes it unavoidable and unattainable with the scientificity resources. The com-position is the essence of the technique using scientific results and, by its vortex, enabling it to the final co-existing human. It remains to the being-there the mercy of a thought as to question the destitute condition of his own danger in forgetting that the cooption may be victim of their own decision. / A física clássica distingue-se como ciência por um projeto prévio, composto pelos conceitos fundamentais de elementos como cálculo, tempo, espaço, movimento, matéria, força e direcionado a captar todos os fenômenos da natureza supostamente unificada. A mecânica quântica avança além desses postulados, evidenciando a inevitável interferência do sujeito nos resultados de sua pesquisa, em que a referência a uma teoria ontológica com objetos materiais, devendo ser captáveis para fins de cálculo de regularidades, tornase impossível, restando os conceitos de núcleo e campo para o projeto prévio inovador. Em decorrência, o princípio de incerteza se expressa em que um estado de movimento se identifica somente quanto à calculabilidade estatística ou da posição, ou da grandeza do movimento. Após a elaboração do conceito existencial de ciência, que ressalta o seraí como ser-no-mundo a encontrar entes determinados como objetos pelo projeto prévio da perspectiva científica, Heidegger posteriormente chega à conclusão de que a física quântica incorporando a física clássica permanece imutável no que concerne ao projeto prévio da ciência de sempre: a natureza se dispõe de antemão a um encontro ao modo de asseguramento proposto pelo existente humano numa realização científica em termos de teoria. A ciência permanece apenas como um dos modos de acesso à natureza em sua plenitude inesgotável, o que faz com que ela seja incontornável e inacessível com os recursos da cientificidade. A com-posição é a essência da técnica utilizando resultados científicos e, pela sua voragem, habilitando-se para a cooptação definitiva do existente humano. Resta ao ser-aí a piedade de um pensamento indigente enquanto questionar a sua própria condição de perigo no esquecimento da cooptação de que pode ser vítima por própria decisão.