In this thesis I explore the ways in which my artistic, political, and personal values led me to propose Naomi Wallace’s THE TRESTLE AT POPE LICK CREEK as my thesis in order to both reflect and enact what I believe in and also to respond to the dearth of those principles within the Theater Department. I address how those same ethics subsequently informed every facet of my direction of and programming around the play. Through the dual lenses of activating my values and my technical growth as a director, I analyze the “what” and “how” of my work on TRESTLE, the “what” being the artistic substance of what I was aiming to create and the “how” being my methods of engaging in the work. Ultimately, I assess the major takeaways from my experiences in Temple’s MFA program in Theater Directing overall, highlighting the major lessons I will take with me into my career. / Theater

As a writer popularly known for his fervent self-interrogations and encyclopedic second novel Infinite Jest, David Foster Wallace’s most apparent significance in US literary history lies in his explicit response to his postmodern predecessors, such as John Barth and Thomas Pynchon. In his now infamous essay “E Unibus Pluram: Television and US Fiction,” Wallace argued that postmodern authors had over-invested in the literary tools of irony and self-reference to such a degree that they became complicit in the erosion of the same communal principles that broadcast television attacks in its bid for increasing consumer dependency and profit. In search of a way beyond this complicity, Wallace called for a brand of “anti-rebels” who would discard irony for earnest principles and teach us how to resist the temptations of the United States’ consumer culture. This call was heard by literary critics. “E Unibus Pluram” is the center for arguments over Wallace’s fiction, as critics discuss whether that essay expresses the literary project Wallace actually pursued and to what extent it should guide our reading practices. One problem this dissertation identifies in these discussions is an overemphasis on specific devices like irony that Wallace analyzes in “E Unibus Pluram.” Though important for understanding his argument, this overemphasis comes at the expense of our seeing the deeper problem that Wallace identifies in “E Unibus Pluram,” which is the atomization of US culture that is fueled by our addiction to pleasure-based commodities like television. The loss of focus on this central problem has led to confusion in readings of Wallace that fail to see the abiding concerns that he carried from his first work to his last. This dissertation seeks to remedy this problem by reading Wallace’s mature fiction as a developing struggle against the atomization of US culture. In this struggle, Wallace launched a series of increasingly complex narrative strategies for promoting a communal way of life to his readers. This dissertation reads several of these strategies to reveal two developments in Wallace’s thought: his diagnosis of the problems facing US culture as created by an unmitigated individualism and his understanding of the best way to respond to individualism by emphasizing the great importance of social institutions. Ultimately, this dissertation argues that Wallace pictured fictional communities throughout his career as a means of critiquing the atomized space of the contemporary United States. He built these communities to help readers see that there are different ways to occupy the world than those promoted by consumer capitalism, but he also structured his narratives to teach readers how to see and think in the ways he thought necessary for realizing such alternatives. / English

Esta dissertação, inserida em linha de pesquisa de \"História, Filosofia e Cultura no Ensino de Ciências\", abordou a inserção de um episódio da História da Ciência no ensino de Biologia da educação básica. A pesquisa, caracterizada por uma abordagem inclusiva da História da Ciência no ensino de Biologia, foi orientada pelos seguintes objetivos: 1) desenvolver o estudo de um episódio histórico envolvendo a viagem do naturalista inglês Alfred Russel Wallace (1823-1913) ao Brasil, no século XIX; 2) desenvolver um estudo empírico de utilização de episódio da História da Biologia no ensino e aprendizagem de conteúdos de Biologia por meio da elaboração, validação, aplicação e avaliação de uma sequência didática; 3) investigar os efeitos da utilização de um episódio de História da Biologia sobre aspectos motivacionais e emocionais dos alunos durante o ensino e aprendizagem de conteúdos de Biologia. A viagem de Wallace à Amazônia foi analisada segundo a metodologia de pesquisa em História da Ciência, fazendo uso de fontes primárias e secundárias. Foram investigadas a formação inicial do pesquisador e as motivações para a realização da viagem segundo o contexto das expedições científicas do século XIX. Foram ainda discutidas as principais contribuições que ele desenvolveu, particularmente sobre as palmeiras amazônicas. Esse estudo gerou um material que pode servir de subsídio ao professor que deseje abordar esse episódio histórico em sala de aula. A partir desse episódio, foi elaborada uma sequência didática baseada nos estudos de Wallace sobre as palmeiras amazônicas. As palmeiras estudadas por Wallace serviram de base para os alunos realizarem atividades relacionadas à classificação biológica, ao uso de chaves dicotômicas de identificação e à elaboração de uma matriz de classificação filogenética. A sequência didática foi composta de oito aulas desenvolvidas com diferentes estratégias de ensino e aprendizagem, com uso de materiais instrucionais especialmente elaborados para cada aula. Após processo de validação, a sequência didática foi aplicada em duas turmas de 2º ano do Ensino Médio, de uma escola pública, no município de São Paulo, no primeiro semestre de 2013. Foi realizada triangulação de dados obtidos por meio de gravação e transcrição das aulas, bem como aplicação de dois questionários validados pela literatura: um destinado a avaliar motivação e outro a avaliar emoção situacional dos alunos. A análise dos dados obtidos levou à elaboração de uma representação gráfica mapeando as disposições motivacionais e emocionais dos alunos durante as interações de ensino e aprendizagem da sequência didática. Como resultados principais da pesquisa empírica que podem contribuir para a área de ensino de Ciências Naturais em que abordagens históricas estão inseridas, destacam-se evidências de que os alunos responderam positivamente à aprendizagem de conteúdos científicos atuais considerados complexos e distantes do seu dia a dia, como é o caso da classificação filogenética, após esse estudo ter sido provocado a partir dos estudos de Wallace na Amazônia. Esta pesquisa também contribui com a divulgação de uma metodologia para investigar aspectos motivacionais e emocionais dos alunos na aprendizagem de conteúdos de Biologia. Finalmente, estabeleceu alguns parâmetros sobre a contribuição da História da Ciência no ensino de Biologia. / This dissertation, set in search of \"History, Philosophy and Culture in Science Education\" line, addressed the insertion of an episode of the History of Science in Biology teaching of basic education. The research, characterized by an inclusive approach of the History of Science in teaching Biology, was guided by the following objectives: 1) develop the study of a historical episode involving the journey of the English naturalist Alfred Russel Wallace (1823-1913) to Brazil in the nineteenth century; 2) develop an empirical study of using episode of the History of Biology in teaching and learning content biology through the development, validation, implementation and evaluation of an instructional sequence; 3) investigate the effects of using of an episode of the History of Biology on motivational and emotional aspects of learning content for students of Biology. A trip to the Amazon Wallace was analyzed according to the methodology of research in History of Science, using primary and secondary sources. The initial training of the researcher and the motivations for the provision of travel were investigated according to the context of the scientific expeditions of the nineteenth century. We also discuss the major contributions he has developed, particularly on Amazonian palm trees. This study generated a material that can serve as a subsidy to the teacher who wishes to address this historical episode in the classroom. From this episode, we created a teaching sequence based on the studies of Wallace on the Amazon palm trees. Palm trees studied by Wallace served as the basis for students to carry out activities related to biological classification, the use of dichotomous keys for identification and development of a phylogenetic classification matrix. The teaching learning sequence consisted of eight lessons developed with different strategies of teaching and learning, using a specially designed instructional materials for each class. After the validation process, the teaching learning sequence was applied to two groups of 2nd year of High School, a public school in São Paulo, in the first half of 2013. Triangulation of data obtained through the recording and transcription of the classes as well as application of two validated questionnaires in the literature was performed: one designed to assess motivation and to review other students\' situational emotion. The data analysis led to the development of a graphical representation mapping the motivational and emotional dispositions of students during interactions of teaching and learning instructional sequence. As the results of empirical research that can contribute to the area of teaching natural sciences in that historical approaches are inserted, are evidence that the students responded positively to learning of scientific considered complex and current content away from their daily lives, such as the phylogenetic classification, after this study have been caused from the studies of Wallace in the Amazon. This research also contributes to the dissemination of a methodology for investigating motivational and emotional aspects of learning content students in Biology. Finally, set some parameters on the contribution of the History of Science in teaching Biology.

Esta dissertação, inserida em linha de pesquisa de \"História, Filosofia e Cultura no Ensino de Ciências\", abordou a inserção de um episódio da História da Ciência no ensino de Biologia da educação básica. A pesquisa, caracterizada por uma abordagem inclusiva da História da Ciência no ensino de Biologia, foi orientada pelos seguintes objetivos: 1) desenvolver o estudo de um episódio histórico envolvendo a viagem do naturalista inglês Alfred Russel Wallace (1823-1913) ao Brasil, no século XIX; 2) desenvolver um estudo empírico de utilização de episódio da História da Biologia no ensino e aprendizagem de conteúdos de Biologia por meio da elaboração, validação, aplicação e avaliação de uma sequência didática; 3) investigar os efeitos da utilização de um episódio de História da Biologia sobre aspectos motivacionais e emocionais dos alunos durante o ensino e aprendizagem de conteúdos de Biologia. A viagem de Wallace à Amazônia foi analisada segundo a metodologia de pesquisa em História da Ciência, fazendo uso de fontes primárias e secundárias. Foram investigadas a formação inicial do pesquisador e as motivações para a realização da viagem segundo o contexto das expedições científicas do século XIX. Foram ainda discutidas as principais contribuições que ele desenvolveu, particularmente sobre as palmeiras amazônicas. Esse estudo gerou um material que pode servir de subsídio ao professor que deseje abordar esse episódio histórico em sala de aula. A partir desse episódio, foi elaborada uma sequência didática baseada nos estudos de Wallace sobre as palmeiras amazônicas. As palmeiras estudadas por Wallace serviram de base para os alunos realizarem atividades relacionadas à classificação biológica, ao uso de chaves dicotômicas de identificação e à elaboração de uma matriz de classificação filogenética. A sequência didática foi composta de oito aulas desenvolvidas com diferentes estratégias de ensino e aprendizagem, com uso de materiais instrucionais especialmente elaborados para cada aula. Após processo de validação, a sequência didática foi aplicada em duas turmas de 2º ano do Ensino Médio, de uma escola pública, no município de São Paulo, no primeiro semestre de 2013. Foi realizada triangulação de dados obtidos por meio de gravação e transcrição das aulas, bem como aplicação de dois questionários validados pela literatura: um destinado a avaliar motivação e outro a avaliar emoção situacional dos alunos. A análise dos dados obtidos levou à elaboração de uma representação gráfica mapeando as disposições motivacionais e emocionais dos alunos durante as interações de ensino e aprendizagem da sequência didática. Como resultados principais da pesquisa empírica que podem contribuir para a área de ensino de Ciências Naturais em que abordagens históricas estão inseridas, destacam-se evidências de que os alunos responderam positivamente à aprendizagem de conteúdos científicos atuais considerados complexos e distantes do seu dia a dia, como é o caso da classificação filogenética, após esse estudo ter sido provocado a partir dos estudos de Wallace na Amazônia. Esta pesquisa também contribui com a divulgação de uma metodologia para investigar aspectos motivacionais e emocionais dos alunos na aprendizagem de conteúdos de Biologia. Finalmente, estabeleceu alguns parâmetros sobre a contribuição da História da Ciência no ensino de Biologia. / This dissertation, set in search of \"History, Philosophy and Culture in Science Education\" line, addressed the insertion of an episode of the History of Science in Biology teaching of basic education. The research, characterized by an inclusive approach of the History of Science in teaching Biology, was guided by the following objectives: 1) develop the study of a historical episode involving the journey of the English naturalist Alfred Russel Wallace (1823-1913) to Brazil in the nineteenth century; 2) develop an empirical study of using episode of the History of Biology in teaching and learning content biology through the development, validation, implementation and evaluation of an instructional sequence; 3) investigate the effects of using of an episode of the History of Biology on motivational and emotional aspects of learning content for students of Biology. A trip to the Amazon Wallace was analyzed according to the methodology of research in History of Science, using primary and secondary sources. The initial training of the researcher and the motivations for the provision of travel were investigated according to the context of the scientific expeditions of the nineteenth century. We also discuss the major contributions he has developed, particularly on Amazonian palm trees. This study generated a material that can serve as a subsidy to the teacher who wishes to address this historical episode in the classroom. From this episode, we created a teaching sequence based on the studies of Wallace on the Amazon palm trees. Palm trees studied by Wallace served as the basis for students to carry out activities related to biological classification, the use of dichotomous keys for identification and development of a phylogenetic classification matrix. The teaching learning sequence consisted of eight lessons developed with different strategies of teaching and learning, using a specially designed instructional materials for each class. After the validation process, the teaching learning sequence was applied to two groups of 2nd year of High School, a public school in São Paulo, in the first half of 2013. Triangulation of data obtained through the recording and transcription of the classes as well as application of two validated questionnaires in the literature was performed: one designed to assess motivation and to review other students\' situational emotion. The data analysis led to the development of a graphical representation mapping the motivational and emotional dispositions of students during interactions of teaching and learning instructional sequence. As the results of empirical research that can contribute to the area of teaching natural sciences in that historical approaches are inserted, are evidence that the students responded positively to learning of scientific considered complex and current content away from their daily lives, such as the phylogenetic classification, after this study have been caused from the studies of Wallace in the Amazon. This research also contributes to the dissemination of a methodology for investigating motivational and emotional aspects of learning content students in Biology. Finally, set some parameters on the contribution of the History of Science in teaching Biology.

<p>Multiplikatorer används ofta som ett byggblock vid konstruktion av kretsar som digitala filter, FFT-processorer och aritmetiska enheter. Olika trädstrukturer används i"höghastighet"applikationer för multiplikatorer. En typ av träd,"overturned-stairs"(OS) som är ett adderarträd av första ordningen har uppvisat lika optimal prestanda med avseende på hastighet som Wallace-träd, vid 18 eller färre ingångar. I moderna integrerade kretsar, ger ledningar och kopplingar upphov till fördröjningar och parasitiska laster. I en jämförelse mellan Wallace-träd, och OS1-träd har det sistnämda kortare och mindre komplicerad ledningsdragningar och är därför mer ändamålsenlig för VLSI implementationer.</p>

Thesis (Ph. D. in German)--Vanderbilt University, May 2007. / Title from title screen. Includes bibliographical references.

While scholars have analyzed the masculinity crisis portrayed in American fiction, few have focused on postmodernist fiction, few have examined masculinity without using feminist theory, and no articles propose an adequate solution for ending normative masculinity’s dominance. I examine the masculinity crisis as it is portrayed in two postmodernist novels, David Foster Wallace’s novel Infinite Jest and Chuck Palahniuk’s novel Fight Club. Both novels have male characters that ran the gamut of masculinities, but those that are the most successful at avoiding gender stereotypes (Donald Gately in Infinite Jest, and the narrator in Fight Club) develop a masculinity which incorporates strong, phallic masculinity and nurturing, testicular masculinity, creating a balanced gender. At the same time, both novels examine postmodernist fiction’s future. Post-postmodernist fiction, similar to well-rounded masculinity, seeks to be more emotionally open with the reader while still using irony and innovation for meaningful effects, not just to be clever.

Multiplikatorer används ofta som ett byggblock vid konstruktion av kretsar som digitala filter, FFT-processorer och aritmetiska enheter. Olika trädstrukturer används i"höghastighet"applikationer för multiplikatorer. En typ av träd,"overturned-stairs"(OS) som är ett adderarträd av första ordningen har uppvisat lika optimal prestanda med avseende på hastighet som Wallace-träd, vid 18 eller färre ingångar. I moderna integrerade kretsar, ger ledningar och kopplingar upphov till fördröjningar och parasitiska laster. I en jämförelse mellan Wallace-träd, och OS1-träd har det sistnämda kortare och mindre komplicerad ledningsdragningar och är därför mer ändamålsenlig för VLSI implementationer.

It has become something of a truism to contend that David Foster Wallace was concerned with irony; both its challenge to ethical conviction and the ability of the author to enact sincere communication in the millennial United States. However, this privileging of sincerity within Wallace Studies has resulted in neglect being shown to the first half of Polonius’ famous dialectic – ‘to thine own self be true’ – precluding analysis of Wallace that focuses on his relationship with authenticity. Similarly, critics have often sought to argue for Wallace’s panhuman universalism, to the detriment of the overtly nationalistic strain in his writing. This thesis aims to address these underrepresented areas within Wallace scholarship, arguing that his writing is fundamentally engaged with a debate over what it means to be ‘real American’. The phrase is taken from a 1996 interview with Salon.com’s Laura Miller, during which Wallace averred that his intention when writing Infinite Jest was to capture ‘something real American, about what it’s like to live in America around the millenium’ (Conversations with David Foster Wallace 59). This comment is central to an understanding of Wallace’s oeuvre, as it introduces his historical specificity and his pragmatic desire to explore ‘what it’s like to live’, whilst also alluding to his constant negotiation with epistemological and ontological questions over the ‘real’, all framed within an expressly nationalistic paradigm. The word ‘real’ is used in this sense both as an adverb to connote something that is authentically or intrinsically ‘American’, whilst it also serves as an intensifier – to denote something that is very American – implying a hierarchy of things that can be more ‘American’ than others. With regards to his immediate historical context, this entrenches Wallace firmly within the Culture Wars of the 1990s, and yet it also gestures further back in history, situating him within a fundamentally American literary tradition: the American Jeremiad. Wallace’s challenge was to attempt to engage with ideas of the real and the really American, despite the challenges to authenticity (and indeed the idea of a nation) that resulted from the permeation of myriad contemporary discourses into the national psyche, including advertising jargon, postmodern/poststructural ‘theory’, the language of psychotherapy, the discourse of political correctness, and the partisan rhetoric of politicians. The first two chapters will focus on Wallace's engagement with ostensible challenges to the 'authentic' subject, and the difficulty of authentically representing the self. Chapter one will focus on 'Octet' and Wallace's uneasy place within the so-called 'New Sincerity' paradigm, highlighting Wallace’s attempt to counter the discourse of ‘postmodern irony’ with an ‘other-directed’ sincerity, and yet exposing his conservative project of self-preservation. Chapter two will examine Wallace's often fraught relationship with psychotherapy; in particular the way that psychotherapeutic discourse has infiltrated American culture, precluding the singularity and authentic representation of individual experience. Chapter three will continue this exploration of the widespread adoption of specialist discourses, although this time focusing on the abstractions of postmodern/poststructural theory, and Wallace’s attempt to find ‘real American’ replacement cultural symbols that could be applied to both individuals and the nation as a collective. Chapter four will be concerned with Wallace's search for an efficacious philosophical model that is suitably 'American'; whilst also capable of incorporating the singularity of individual experience within a national collectivity. Finally, chapter five will focus on Wallace's more explicit engagement with politics, tracing the development of his political ideas. In doing so a picture of Wallace will emerge that highlights some of his contradictions; contradictions that he himself was aware of and drew attention to, as well as contradictions that run to the very heart of 'the idea of America'.

Orientador : Prof. Dr. Caetano Waldrigues Galindo / Dissertação (mestrado) - Universidade Federal do Paraná, Setor de Ciências Humanas, Programa de Pós-Graduação em Letras. Defesa: Curitiba, 27/06/2016 / Inclui referências : f. 151-155 / Resumo: Em sua produção ficcional e não ficcional, o escritor contemporâneo norte-americano David Foster Wallace aborda aspectos que questionam valores tomados como certos pela estética tradicional, tais como identidade, comunidade e nação. O objetivo desse projeto é analisar como uma da obras mais importantes desse escritor representa e figura uma versão de um mundo distópico carnavalizado que modifica a relação de alteridade existente entre o eu e o outro, dentro do universo literário. Para além da relação apresentada no limite da obra literária, este trabalho pretende analisar essa mesma relação de alteridade no espaço fora da obra. Tendo como ponto de partida o projeto literário do próprio escritor, de engajamento do leitor, outro dos objetivos dessa dissertação é promover uma breve discussão sobre a questão do novo movimento literário americano que alguns chamam de pós pós-modernidade (BURN, 2012). Os conceitos de carnavalização e alteridade, abertos e cambiantes, fogem de definições estritas, possibilitando sua discussão de modo a construirmos seu significado na própria obra. Dessa forma, propõe-se a análise, partindo de uma perspectiva dialógica e alteritária, do universo e das personagens representadas no romance Graça Infinita (2014, 1ª ed. 1996), considerado como a obra mais importante em toda a produção de David Foster Wallace. Concebendo a literatura como um catalisador de questões filosóficas e culturais, partiremos das reflexões da filosofia do teórico russo Mikhail Bakhtin, mais especificamente de seus pensamentos a respeito do romance, especialmente no que concerne às obras A Cultura Popular na Idade Média e no Renascimento (2013, 1ª ed. 1965) e Problemas da Poética de Dostoiévski (1981, 1ª ed. 1929). Entendendo o discurso como algo ideológico, que se desenvolve na linha da história trazendo consigo marcas de uma memória, encontramos nele, especialmente no que diz respeito ao discurso narrativo, a possibilidade de vislumbrar de que maneira a obra literária desvela aspectos da realidade. Se o romancista figura uma imagem do homem na obra literária, é através dessa representação que podemos enxergar de que forma o sujeito vê a si próprio e o mundo em que vive. Palavras-chave: David Foster Wallace, Mikhail Bakhtin, alteridade, liberdade. / Abstract: In his fictional and non-fictional production, contemporary American writer David Foster Wallace approaches aspects that question values taken for granted by traditional aesthetics, such as identity, community and nation. The goal of this project is to analyze how one of Wallace's most important works represents and conjures up a carnivalesque dystopic world and how this carnivalesque aspect modifies the relation of alterity existent between the "I" and the "Other" inside this literary universe. Going beyond the relationship existent inside the limits of the literary work, this dissertation aims to analyze the same relation of alterity in the setting that surrounds the novel. Having for a starting point the author's own literary project of engaging the reader, another object of this dissertation is to promote a brief discussion about the new literary movement in America that some critics call post postmodernism (BURN, 2012). The concepts of carnivalesque and alterity, open and changeable, escape any strict definitions allowing a discussion in order to build their meaning inside the novel itself. Therefore, I propose an analysis, from a dialogic perspective, of the universe and characters presented in Infinite Jest, considered the most important work in all of Wallace's production. Regarding literature as a catalyst of philosophical and cultural questions, we will base our discussions in the thoughts and philosophy of Russian theorist Mikhail Bakhtin, particularly the works: Rabelais and his World and Problems of Dostoyevsky's Poetics. Understanding discourse as something ideological in its nature, something that develops itself in the course of history, bringing with it the traces of a memory, when it comes to narrative discourse, there is a possibility to catch a glimpse of the way in which the literary work unveils aspects of reality. If novelists present an image of men in their novel, it is by looking at that image that we can observe how individuals see themselves and the world they live in. Keywords: David Foster Wallace, Mikhail Bakhtin, alterity, liberty.