Compreender as bases do comportamento social e do desenvolvimento socioafetivo humano é essencial tanto para indivíduos com desenvolvimento típico (DT) quanto com transtornos neuropsiquiátricos. A Síndrome de Williams (SW) é uma condição neurogenética rara ocasionada pela deleção de aproximadamente 28 genes no cromossomo 7q11.23. A sintomatologia inclui desde dismorfismos faciais a alterações do funcionamento cognitivo e socioafetivo, com a presença de deficiência intelectual de grau leve a moderado. O processamento de estímulos afetivos tem sido foco de grande interesse em indivíduos com SW. Apesar de parte das pesquisas apontarem que esta população tem habilidade preservada de reconhecimento de expressões facias de emoções positivas e prejuízos no reconhecimento de emoções negativas, este ainda não é um campo consensual. Ao mesmo tempo, estudos indicam maior interesse desta população em relação a música e diferenças no neuroprocessamento de trechos musicais com valência afetiva. O presente trabalho teve por objetivo caracterizar o processamento de estímulos afetivos musicais e visuais em crianças e adolescentes com Síndrome de Williams. O Estudo I buscou validar trechos musicais com valência afetiva em cultura brasileira e analisar o efeito do treino musical na compreensão de emoções em música. Músicas com valência afetiva foram avaliadas pelos participantes de maneira correspondente à emoção pretendida pelo compositor e de forma similar entre as populações brasileiras e canadenses. O efeito do treino musical sobre a habilidade de reconhecer as emoções em música tiveram maior impacto em emoções com maior grau de dificuldade para os participantes como todo. O Estudo II visou caracterizar o perfil musical de crianças e adolescentes com SW e diferenciar o processamento de estímulos afetivos musicais em crianças e adolescentes com SW com as de DT. Pessoas com SW foram avaliadas com maior habilidade musical global. Não foram encontradas diferenças no que diz respeito ao interesse por atividades musicais. O Estudo III teve como objetivos diferenciar habilidade de reconhecimento de emoções o padrão de rastreamento do olhar frente a estímulos afetivos visuais em crianças e adolescentes com SW e SW com sintomas de TEA (SW/TEA). Pessoas com SW desprenderam maior tempo de fixação nos olhos e em faces alegres quando comparadas a faces tristes. Resultados indicam diferença no reconhecimento de emoções e rastreamento de olhar em indivíduos com SW/TEA. Padrão de reconhecimento em estímulos musicais e visuais foi semelhante na população SW, com acentuado prejuízo no reconhecimento de emoções negativas e preservação do reconhecimento de emoções positivas. Este achado reforça a modularidade do processamento neurológico das emoções básicas. Crianças com SW reconheceram mais facilmente estímulos musicais de valência positiva em comparação aos visuais sugerindo que o domínio da música seja um ponto de força desta população / Understand the foundation of social behavior and human social and affective development is essential for both individuals with typical developmental (TD) and neuropsychiatric disorders. Williams Syndrome (WS) is a rare neurogenetic condition caused by the deletion of approximately 28 genes on chromosome 7q11.23. The symptomatology includes from facial dysmorphisms to changes in cognitive and social and affective functioning, with the presence of mild to moderate intellectual deficiency. The processing of affective stimuli has been a focus of great interest in individuals with WS. Although part of the research indicates that this population has preserved ability to recognize face expressions of positive emotions and impairment in the recognition of negative emotions, this is not yet a consensual field. At the same time, studies indicate greater interest of this population in relation to music and differences in the neuroprocessing of musical excerpts with affective valence. The present work aimed to characterize the processing of musical and visual affective stimuli in children and adolescents with Williams Syndrome. Study I sought to validate musical excerpts with affective valence in Brazilian culture and to analyze the effect of musical training on the understanding of emotions in music. Songs with affective valence were evaluated by the participants corresponding to the emotion pretended by the composer and similarly between the Brazilian and Canadian populations. The effect of musical training on the ability to recognize emotions in music has had a greater impact on emotions with a greater degree of difficulty for participants as a whole. Study II aimed to characterize the musical profile of children and adolescents with WS and to differentiate the processing of musical affective stimuli in children and adolescents with WS compered to TD. People with WS were assessed with greater overall musical ability. No differences were found regarding the interest in musical activities. The aim of Study III was to differentiate between the ability to recognize emotions and the pattern of eye tracking in relation to visual affective stimuli in children and adolescents with SW and WS with ASD symptoms. People with SW gave more fixation time to the eyes and happy faces when compared to sad faces. Results indicate difference in the recognition of emotions and eye tracking in individuals with SW / ASD. Recognition pattern in musical and visual stimuli was similar in the WS population, with marked impairment in the recognition of negative emotions and preservation of the recognition of positive emotions. This finding reinforces the modularity of neurological processing of basic emotions. Children with WS recognized easily positive musical stimuli compared to visual ones suggesting that the domain of music is the strength of this population

Master of Music / Department of Music / Frank C. Tracz / The following document is research and analysis from the comprehensive examination question based on the Graduate Conducting Recital of Chris R. VanGilder. The recital, performed by the Arkansas City High School Concert Band, was given in two parts at the Arkansas City High School Auditorium. Part one, presenting the two pieces They Led My Lord Away as arranged by Fred J. Allen and English Folk Song Suite by Ralph Vaughan Williams was given on April 12th, 2007 at 7:00pm. Part two, presenting the four pieces Variation Overture by Clifton Williams, Dance of the Rose Maidens as arranged by James Truscello, Prelude and Rondo by David Holsinger and Valdres Marsj as arranged by Loras J. Schissel was given on May 15th, 2007 at 7:00pm. The document contains theoretical and historical analysis, and outlines the procedures of planning and performing the graduate conducting recital.

O materialismo cultural de Raymond Williams, como formulação de uma nova teoria da cultura inscrita no materialismo histórico, centra-se em um dos debates mais polêmicos e fecundos da tradição marxista - a questão da determinação econômica da cultura e da arte. O presente trabalho visa a uma leitura crítica do livro Marxismo e Literatura, no qual Williams expõe sua teoria de forma abrangente. Por tratar-se de um livro expositivo, sua discussão será acompanhada de diversas análises culturais e literárias do crítico, trazendo à tona seu método teórico-prático as análises criando a teoria, que reorganiza, por sua vez, as formas de entendimento da realidade. / Raymond Williamss Cultural Materialism, working as a formulation of a new cultural theory inscribed in Marxs historical materialism, takes part in one of the most polemical and productive debates in the Marxist tradition the question of the economic determinantion of culture and the arts. The present dissertation has as its aim a critical reading of Marxism and Literature, book in which Williams thoroughly exposes his theory. Being of an expositive kind, its discussion will be conducted along with the study of some of Williamss literary and cultural analyses, bringing forth his method both theoretical and practical the analyses producing the theory that, in its turn, reorganizes the forms of understanding reality.

The focus of this study is to provide a clear understanding of Vaughan Williams' Violin Concerto in D Minor. In terms of form and compositional technique, this concerto is particularly challenging, because of Vaughan Williams' use of rhythmic motives and modes. This study is undertaken through an analysis. For a better understanding, a historical background, including overall form of each movement and key relationships, is explored and discussed. Then, Vaughan Williams' use of a ritornello-like motive, melody and modality as unifying elements is also identified and examined. In identifying the major features of Vaughan Williams' compositional style of this violin concerto, musicians will be able to understand better his unique musical expression. This study may serve as an introduction to the music of Vaughan Williams for musicians and society worldwide. It is hoped that it will motivate all violinists to perform this concerto more frequently.

This thesis traces the phenomenon of American Southern Gothic literature in relation to its most integral part: the exaggerated monstrosity. Even though the prevalent distorted images are usually associated with aesthetic decadence, their moral symbolism should not be neglected. Furthermore, since the Gothic tradition is congruent with the unconscious and irrational, the absence of any psychological interest poses a major limitation in the Southern studies. Drawing on this approach, the following thesis investigates the role of deformities in connection to the individual's mind. Thus, aside from the literary historical concerns that arise within the context of the American South, the main aim of this thesis is to determine whether there is a link between the distortion and psychological trauma of the Southern past. The selected topic is approached from an interdisciplinary point of view; apart from literary history (E.A. Poe, W. Faulkner), Freudian definition of unconsciousness will be likewise employed. I hereby hope my findings may significantly broaden and contribute to the conceptualization of deformities in regards to the context of the American South, more specifically within the historical, literary and psychological field of Southern studies. Key words: American, South, Gothic, Deformity,...

Submitted by Luis Guilherme Macena (guilhermelg2004@gmail.com) on 2013-07-05T16:54:32Z No. of bitstreams: 1 Maria Luciana Mayrink.pdf: 5548939 bytes, checksum: 5274ed2341bf891d3cedecabeefbf325 (MD5) / Made available in DSpace on 2013-07-05T16:54:32Z (GMT). No. of bitstreams: 1 Maria Luciana Mayrink.pdf: 5548939 bytes, checksum: 5274ed2341bf891d3cedecabeefbf325 (MD5) Previous issue date: 2012 / Fundação Oswaldo Cruz. Instituto Fernandes Figueira. Departamento de Ensino. Programa de Pós-Graduação em Saúde da Criança e da Mulher. Rio de Janeiro, RJ, Brasil / A linguagem desempenha um papel fundamental no desenvolvimento, é através da linguagem que a criança adquire novos conceitos sobre si mesma, objetos e o contexto socio-afetivo. Assim se constituindo como sujeito, socializa-se, integra-se à sua cultura, desenvolve o aprendizado e, posteriormente,vai para o mercado de trabalho. Todavia, existem alguns fatores que podem causar desvios na aquisição da linguagem. Entender por que e como os distúrbios de linguagem ocorrem não é tarefa de fácil. Como não é possível desenvolver homólogos de linguagem em outras espécies, o entendimento de suas habilidades e distúrbios ocorrem através das observações e estudos de indivíduos que apresentam comprometimento no desenvolvimento da linguagem5. Assim, os estudos das síndromes genéticas despertam interesse entre os pesquisadores, pois possuem características específicas e recorrentes que proporcionam o entendimento da organização funcional das alterações que expressam. A Síndrome de Williams é uma desordem genética que tem, como uma de suas características, déficits nos comportamento cognitivo e de linguagem. A partir do ano 2000, pesquisas demonstram que os indivíduos com Síndrome de Williams apresentam alteração no desenvolvimento de todas as habilidades de linguagem. Este trabalho tem como objetivo investigar as alterações no desenvolvimento da semântica e da estrutura da linguagem na Sindrome de Willians. Inicialmente aplicamos uma bateria de testes padronizados composta pelo Clinical Evaluation Language Fundamentals Revided – CELF-R, Avaliação do Desenvolvimento da Linguagem – ADL e Peabody Picture Vocabulary Test – Revised – PPVT -R em uma população de 7 sujeitos (2 meninas feminino; 5 do sexo masculino) com faixa etária entre 7 a 16 anos. Os resultados da bateria de testes mostraram que os sujeitos, na aquisição semântica, alcançaram mediana de idade no desenvolvimento da linguagem bem abaixo da sua idade cronológica e que, na aquisição de conceitos de substantivos e verbos avaliada pelo PPVT -R, apresentaram uma mediana de idade superior ao ADL que avaliou a aquisição, também, dos conceitos de adjetivos, de relação espacial, de quantidade e de relação temporal. Procuramos investigar a sintaxe, aplicando o subteste Formulação de Sentença da bateria de testes do CEFL-R que identifica aspectos da formulação oral da sentença relacionados à capacidade em compreender o significado da palavra-chave e formular uma frase gramatical e semanticamente adequada. A análise das frases demonstrou que só 4 sujeitos utilizaram a palavra chave da categoria substantivo e 3 sujeitos da categoria verbo para formular sentenças com sintaxe e semântica adequadas, que são as primeiras categorias semânticas alcançadas no desenvolvimento típico da linguagem. Nossos dados sugerem que o nível de aquisição semântica está associado à habilidade para formulação de sentenças. / The language plays a fundamental role in the individual development. It is through the language that children acquire new concepts about themselves, objects and social -affective context. Thus, as persons, they socialize, integrate to their own culture, develop the learning and later go to labor market. However, there are some factors that may cause deviation in the language acquisition. Understanding why and how language disorder occur is not an easy task. As it is not possible to develop language homologos in other species, the understanding of their abilities and disturbances occur through observations and studies of individuals who show language development disorder . Thus, genetic syndrome studies arouse interest among scientists, because they have specific and repetitive characteristics that provide functional organization understanding of alterations they express. Williams Syndrome is a genetic disorder which presents as one of its characteristics, language and cognitive behavior deficits. From year 2000 and on, researches show that Williams Syndrome individuals exhibit development alterations in all languages abilities. This work aims to investigate semantic development and language structure alterations in Williams Syndrome. Initially a battery of standardized tests is applied comprising Clinical Evaluation Language Fundamentals Revised – CELF-R, Language Development Evaluation – ADL and Peabody Picture Vocabulary Test – Revised – PPVT -R in a population of 7 people (2 female; 5 male) aged between 7 and 16 years old. The battery of tests results showed that individuals, regarding semantic acquisition, reached age median language development well bellow of chronological age and that verbs and substantives concept acquisition evaluated by PPVT -R show an age median above when compared to ADL, which also evaluates the acquisition of adjective concepts, spatial relation, quantity and time relation. The syntax was investigated by applying Sentence Formulation subtest of CEFL-R battery which identify aspects of oral sentence formulation related to the ability to comprehend the key-word meaning and construct a grammatical phrase using proper semantic. The phrases analysis showed that only 4 individuals employed the substantive category keyword and 3 individuals employed verb category to construct sentences with proper semantic and syntax, which are the first semantic categories obtained in the typical language development. The data suggest that the level of semantic acquisition is associated to the abilities of sentence formulation.

The introduction of school governing bodies provided communities with an opportunity to play a significant role in the organisation and governance of their schools. This involvement of significant stakeholders is purported to oversee that schools offer education of high quality to the learners. However, school governance is a legal responsibility, which requires the skills, knowledge and expertise to ensure that SGB members will be able to fulfil their concomitant legal duties. The aim of the study was to investigate the impact of the SGBs role in school governance in Kuyasa Secondary School, King Williams Town District. The findings revealed that the SGBs knowledge and understanding of their roles and responsibilities, and the type of training they receive have a marked effect on their functionality. There is also a need to recruit SGB members with a particular level of education, knowledge, understanding and expertise to minimise the chances of failure.

This study was inspired by my experiences with a Williams syndrome child, which drew my attention to the meaningful experiences that children with Williams syndrome might have with music. The problem of the study can be defined in terms of five aspects. Firstly, individuals diagnosed with Williams syndrome suffer medically, socially and cognitively (Levitin & Bellugi, 1998:358-359) and music seems to be an aspect of their lives that could make things easier for them. Secondly, those suffering from Williams syndrome seemingly struggle to adapt to their social surroundings (Bellugi et al., 1994:5). The third aspect that defines the problem is that families of individuals with Williams syndrome in South Africa do not have sufficient access to educational facilities that are equipped to work with their children. This forces them to home school their children without the ability to educate them optimally. Fourthly, the research problem also stems from the lack of awareness about the lived musical experiences of individuals living Williams syndrome. It becomes clear that heightening awareness of the lived musical experiences of Williams syndrome individuals has not been addressed in research. Lastly, researchers have yet to undertake in-depth qualitative studies on the meaning of musical experience for the learning experiences of those suffering from Williams syndrome. The purpose of this interpretative phenomenological analysis (IPA) is to understand the lived musical experiences of individuals living with Williams syndrome in Southern Africa1. Williams syndrome is defined as a rare genetic disorder which presents when around 20 genes are deleted on chromosome 7 at conception (Bellugi et al., 2007:98). This study follows an IPA approach and aims to gain insight into how participants understand their lived musical experiences. The theoretical foundations for IPA are based on “three key areas of philosophical knowledge, namely phenomenology, hermeneutics and idiography” (Smith et al., 2009: 11). For this study data were collected by conducting in-depth semi-structured interviews with three purposefully selected participants. The interview transcriptions were then analysed separately using ATLAS.ti 7 computer software. After each interview transcript was analysed individually, superordinate themes emerged from a cross-case analysis. The results of the study revealed four superordinate themes regarding the musical experiences of the three Williams syndrome participants: a passion for performing, fostering friendships, lightens the load and dependent on music. The study found that music contributes to the overall well-being of the three participants in a way that allows them to feel accepted by others and to escape the label of being diagnosed Williams syndrome. / MMus (Musicology), North-West University, Potchefstroom Campus, 2015

This study was inspired by my experiences with a Williams syndrome child, which drew my attention to the meaningful experiences that children with Williams syndrome might have with music. The problem of the study can be defined in terms of five aspects. Firstly, individuals diagnosed with Williams syndrome suffer medically, socially and cognitively (Levitin & Bellugi, 1998:358-359) and music seems to be an aspect of their lives that could make things easier for them. Secondly, those suffering from Williams syndrome seemingly struggle to adapt to their social surroundings (Bellugi et al., 1994:5). The third aspect that defines the problem is that families of individuals with Williams syndrome in South Africa do not have sufficient access to educational facilities that are equipped to work with their children. This forces them to home school their children without the ability to educate them optimally. Fourthly, the research problem also stems from the lack of awareness about the lived musical experiences of individuals living Williams syndrome. It becomes clear that heightening awareness of the lived musical experiences of Williams syndrome individuals has not been addressed in research. Lastly, researchers have yet to undertake in-depth qualitative studies on the meaning of musical experience for the learning experiences of those suffering from Williams syndrome. The purpose of this interpretative phenomenological analysis (IPA) is to understand the lived musical experiences of individuals living with Williams syndrome in Southern Africa1. Williams syndrome is defined as a rare genetic disorder which presents when around 20 genes are deleted on chromosome 7 at conception (Bellugi et al., 2007:98). This study follows an IPA approach and aims to gain insight into how participants understand their lived musical experiences. The theoretical foundations for IPA are based on “three key areas of philosophical knowledge, namely phenomenology, hermeneutics and idiography” (Smith et al., 2009: 11). For this study data were collected by conducting in-depth semi-structured interviews with three purposefully selected participants. The interview transcriptions were then analysed separately using ATLAS.ti 7 computer software. After each interview transcript was analysed individually, superordinate themes emerged from a cross-case analysis. The results of the study revealed four superordinate themes regarding the musical experiences of the three Williams syndrome participants: a passion for performing, fostering friendships, lightens the load and dependent on music. The study found that music contributes to the overall well-being of the three participants in a way that allows them to feel accepted by others and to escape the label of being diagnosed Williams syndrome. / MMus (Musicology), North-West University, Potchefstroom Campus, 2015

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