The Book and the Box takes a new approach to understanding the relationship between the rise of television, the history of twentieth century fiction, and the shifting definitions of authorship in the United States during a period in which large media conglomerations began acquiring and merging with literary publishing houses. I demonstrate that the mechanisms of media convergence threatened previous, romantic notions of authorship and resulted in crises of agency and authority for many writers struggling to survive in a new world of transitioning media forms and audiences. My study uncovers a shadow history of postmodernism that has thus far been left buried by lagging scholarship on individual authors’ careers. The first chapter sets up the context for my dissertation by offering a new approach to looking at the history of media studies as it relates to the televisual and literary author. I argue that the major strands of media studies as an academic discipline have largely sacrificed the writer/author in order to emphasize television’s status a cultural mirror and institutional product. I believe that emphasizing the problem of authorship helps us better appreciate the aesthetic and cultural history of television and literature. Chapter 2 examines Rod Serling’s struggles to gain control over his television scripts despite the collaborative nature of the medium. Serling, I argue, made myriad sacrifices with his series The Twilight Zone, embracing a genre that wasn’t taken seriously and becoming a salesman for his series and the products sold by the sponsors of his series. Chapter 3 argues that Harlan Ellison’s idealized notion of writing as a solitary act was irreconcilable with the collaborative nature of the televisual medium, pitting him against producers and fans. Finally, chapter 4 looks at Ishmael Reed and Bill Gunn’s little-discussed meta soap opera Personal Problems. I argue that, contra Ellison and Serling, Reed and Gunn embrace the collaborative nature of television as a means of creating what they saw as authentic representation of Black life in America thus far missing from mainstream television.

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Ziele wie eine hohe Auflösung und ein hoher Durchsatz sind bisher in der Elektronenstrahllithografie nicht gleichzeitig erreichbar; es existieren daher die Belichtungskonzepte Gaussian-Beam und Variable-Shaped-Beam (VSB), die auf Hochauflösung respektive Durchsatz optimiert sind. In dieser Arbeit wird der experimentelle Kreuzvergleich beider Belichtungskonzepte mit Hilfe chemisch verstärkter und nicht verstärkter Lacksysteme präsentiert. Als quantitativer Parameter wurde die Gesamtunschärfe eingeführt, die sich durch quadratische Addition der auflösungslimitierenden Fehlerquellen, also Coulomb-Wechselwirkungen (Strahlunschärfe), Lackprozess (Prozessunschärfe) und Proximity-Effekt (Streuunschärfe), ergibt. Für den Vergleich wurden wohldefinierte Prozesse auf 300 mm Wafern entwickelt und umfassend charakterisiert. Weitere Grundlage ist die Anpassung oder Neuentwicklung spezieller Methoden wie Kontrast- und Basedosebestimmung, Doughnut-Test, Isofokal-Dosis-Methode für Linienbreiten und Linienrauheit sowie die Bestimmung der Gesamtunschärfe unter Variation des Fokus. Es wird demonstriert, dass sich mit einer kleineren Gesamtunschärfe die Auflösung dichter Linien verbessert. Der direkte Vergleich der Gesamtunschärfen beider Belichtungskonzepte wird durch die variable Strahlunschärfe bei VSB-Schreibern erschwert. Da für die Bestimmung der Gesamtunschärfe keine Hochauflösung nötig ist, wird das Testpattern mit größeren Shots belichtet und induziert somit eine größere Gesamtunschärfe. Es wird gezeigt, dass die Prozessunschärfe den größten Anteil der Gesamtunschärfe stellt. Außerdem spielt die Streuunschärfe bei Lackdicken kleiner 100 nm und Beschleunigungsspannungen von 50 kV oder größer keine Rolle. / Up to now, targets like high resolution and high throughput can not be achieved at the same time in electron beam lithography; therefore, the exposure concepts Gaussian-Beam and Variable-Shaped-Beam (VSB) exist, which are optimized for high resolution and throughput, respectively. In this work, the experimental cross-comparison of both exposure concepts is presented using chemically amplified and non-chemically amplified resist systems. For quantification the total blur parameter has been introduced, which is the result of the quadratic addition of the resolution limiting error sources, like Coulomb interactions (beam blur), resist process (process blur) and proximity-effect (scatter blur). For the comparison, well-defined processes have been developed on 300 mm wafers and were fully characterized. Further basis is the adaption or the new development of special methods like the determination of contrast and basedose, the doughnut-test, the isofocal-dose-method for line widths and line roughness as well as the determination of the total blur with variation of the focus. It is demonstrated, that the resolution of dense lines is improved with a smaller total blur. The direct comparison of the total blur values of both exposure concepts is complicated by the variable beam blur of VSB writers. Since high resolution is not needed for the determination of the total blur, the test pattern is exposed with larger shots on the VSB writer, which induces a larger total blur. It is shown that the process blur makes the largest fraction of the total blur. The scatter blur is irrelevant using resist thicknesses smaller than 100 nm and acceleration voltages of 50 kV or larger.

This work was developed in the Program of Postgraduate Studies in Educational Technology Network, Professional Masters in Research Line Educational Development of Educational Technologies Network. The objective is to innovate in the provision of training mediated by Educational Technologies Network (ETN) through a MOOC (Massive Open Online Courses - Online Open Courses and Massive) for Moodle (Modular Object Oriented Dynamic Learning Enviroment). This research is justified by the fact that values training networking, promoting to the modality of Distance Education. To develop this work, it was adopt the research-action, resulting in the achievement of a vocational training via MOOC for improving the production of official documents in LibreOffice Writer. The product produced was Teaching Material for MOOC which was implemented in two phases: 1) module pilot in order to verify that the didactic and methodological organization of the course was well underway for the completion of the course; and, 2) MOOC, in order to promote not only training, but also the improvement of knowledge of the official texts in LibreOffice Writer. After analyzing the data collected in the pilot module, it was found that the teaching material and the strategy adopted to address the official writing in LibreOffice Writer were understood and were in accordance with the training needs of those involved. Analysis of the data obtained in the evaluation of research MOOC and its hypermedia courseware, realized that both provided the teaching-learning process mediated by educational technology network, in order to promote not only training, but also the improvement knowledge about the official writing in LibreOffice Writer. It was considered that the proposed objectives were included in the following measure: the "promote vocational training network through a MOOC writing of official documents in LibreOffice Writer, with hypermedia courseware" successful, since training was promoted network considered by course participants as excellent; 2) to "disseminate and encourage the integration of LibreOffice Writer to professional practices" has been satisfactorily met, since the course participants have expressed interest in joining this program to their practices; and 3) to "explore the potential of LibreOffice Writer to produce texts by hypermedia courseware" it was successful, as the course participants considered it great. Therefore, MOOC, it expands the supply of training mediated educational technology network, which, in addition to enabling access to a large number of participants, is a potentiating tool, through the practice of freedom, innovation vocational training network. / Esta dissertação foi desenvolvida no Programa de Pós-Graduação em Tecnologias Educacionais em Rede, Mestrado Profissional na Linha de Pesquisa de Desenvolvimento de Tecnologias Educacionais em Rede. Objetiva-se inovar na oferta de formação mediada pelas Tecnologias Educacionais em Rede (TER) através de um MOOC (Massive Open Online Courses - Cursos On-line Abertos e Massivos), pela plataforma Moodle (Modular Object Oriented Dynamic Learning Enviroment). Esta pesquisa se justifica pelo fato de que valoriza a formação profissional em rede, promovendo-a pela modalidade de Educação a Distância (EAD). Para o desenvolvimento deste trabalho, adotou-se a pesquisa-ação, que implicou na realização de uma formação profissional via MOOC para o melhoramento da produção de documentos oficiais em Libreoficce Writer. O produto produzido foi o Material Didático para o MOOC o qual foi implementado em duas fases: 1) módulo-piloto, a fim de verificar se a organização didático-metodológica do curso estava bem encaminhada para a realização do curso; e, 2) MOOC, com vistas a promover não só a formação profissional, mas também o aprimoramento de conhecimentos acerca da redação oficial em LibreOfffice Writer. Após a análise dos dados coletados no módulo-piloto, constatou-se que o material didático e a estratégia adotada para abordar a redação oficial em LibreOffice Writer foram compreendidos e estavam de acordo com as necessidades de formação dos envolvidos. Da análise dos dados obtidos na pesquisa de avaliação do MOOC e do seu material didático hipermídia, percebeuse que ambos proporcionaram processo de ensino-aprendizagem mediado pelas tecnologias educacionais em rede, com vistas a promover não só a formação profissional, mas também o aprimoramento de conhecimentos acerca da redação oficial em LibreOfffice Writer. Considerou-se que os objetivos propostos foram contemplados na seguinte medida: o de promover a formação profissional em rede através de um MOOC de redação de textos oficiais em LibreOffice Writer, com material didático hipermídia bem-sucedido, visto que foi promovida uma formação em rede considerada pelos cursistas como excelente; 2) o de disseminar e incentivar a integração do LibreOffice Writer às práticas profissionais foi atingido de forma satisfatória, uma vez que os cursistas manifestaram interesse em integrar este programa às suas práticas; e 3) o de explorar o potencial do LibreOffice Writer para a produção de textos por meio de material didático hipermídia foi bem-sucedido, dado que os cursistas o consideraram ótimo. Portanto, MOOC, expande a oferta de formação mediada por tecnologias educacionais em rede, que, além de possibilitar o acesso a um grande número de participantes, é uma ferramenta potencializadora para, através da prática da liberdade, inovar a formação profissional em rede.

Through examining the positionality of Hayashi Fumiko as well as the changing socio-political, economic and historical contexts in which she lived in, I look to better understand how Hayashi navigated through the patriarchal systems of society as a woman writer. This thesis includes a survey of the Meiji, Taisho and Showa periods as well as a comparative analysis of Hayashi's prewar, interwar and post-war works.

This thesis has three main sections, the first a full-length novel entitled The Gift of Death, the third the bibliography and two appendices. The second contains variously: a preface; a critical exposition/analysis of the preceding novel with subsections, considering in conceptual fashion three central themes: death considered through symbolic, ideological and other meanings; a positioning of the academy in the ‘Campus’ novel sub-genre; and a socio-cultural analysis of fiction as a field of production and associated struggles for entry determined by class, origin and periodic cultural preferences. The Gift of Death concerns a sixty-year-old’s attempt to write a novel. Procrastinating English scholar, archetypal baby-boomer Jim Dent, revisits the thwarted ambitions of youth. Inspired by novelist Sue Townsend’s death, once a friend, Jim recalls knowing other aspirant artists—writers and film-makers— living and dying in obscurity. He reflects upon a troubled past, on unsatisfactory elements of the present and the increasingly daunting task of composition. The Gift of Death reworks the tradition of the campus or varsity novel, detailing lives tied to the rhythms of the academy. The chapters explore various eccentrics whose lives Jim traces through tentative, inadequate notes. Expanding such recollections the narrative includes: schooldays; postgraduate studies and school-teaching in Leicester; a voyage to interview Basil Bunting; and friendships with oddball alcoholics writers, Cedric and Challis, never satisfied or fully recognized creatively. Finally, overwhelmed by self-doubt, Jim abandons his Sisyphean task. Reflecting upon failure, an unexpected turn of events associated with visiting Bunting emerges in the present, offering resolution of sorts. The Gift of Death’s primary themes/contexts are: self-reflexive, multi-chronic form; death, loss and mourning; the baby-boomer generation; struggling for professional entry into the field of fiction; lost provincial and local creativity; the juxtaposition of past and present; loyalty, friendship and memory; parental conflict; and finally procrastination and disappointment.

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The humanities have for a long time been a collection of fields that have not gained from the advancements in computational power, as predicted by Moore´s law.  Fields like medicine, biology, physics, chemistry, geology and economics have all developed quantitative tools that take advantage of the exponential increase of processing power over time.  Recent advances in computerized pattern recognition, in combination with a rapid digitization of historical document collections around the world, is about to change this. The first part of this dissertation focuses on constructing a full system for finding handwritten words in historical manuscripts. A novel segmentation algorithm is presented, capable of finding and separating text lines in pre-modern manuscripts.  Text recognition is performed by translating the image data of the text lines into sequences of numbers, called features. Commonly used features are analysed and evaluated on manuscript sources from the Uppsala University library Carolina Rediviva and the US Library of Congress.  Decoding the text in the vast number of photographed manuscripts from our libraries makes computational linguistics and social network analysis directly applicable to historical sources. Hence, text recognition is considered a key technology for the future of computerized research methods in the humanities. The second part of this thesis addresses digital palaeography, using a computers superior capacity for endlessly performing measurements on ink stroke shapes. Objective criteria of character shapes only partly catches what a palaeographer use for assessing similarity. The palaeographer often gets a feel for the scribe's style.  This is, however, hard to quantify.  A method for identifying the scribal hands of a pre-modern copy of the revelations of saint Bridget of Sweden, using semi-supervised learning, is presented.  Methods for production year estimation are presented and evaluated on a collection with close to 11000 medieval charters.  The production dates are estimated using a Gaussian process, where the uncertainty is inferred together with the most likely production year. In summary, this dissertation presents several novel methods related to image analysis and machine learning. In combination with recent advances of the field, they enable efficient computational analysis of very large collections of historical documents. / q2b

Nesse trabalho buscamos entender as reflexões de Sartre sobre o lugar e a função possível do intelectual na situação histórica do século XX. Essas reflexões estão dispersas por toda sua obra, já que constituem uma tentativa de refletir sobre sua própria posição. No entanto, nos limites dessa dissertação nos detivemos principalmente nas duas obras que mais explicitamente tematizam a questão de forma sistemática: O que é Literatura, escrito em 1947, resultado da junção de quatro ensaios publicados inicialmente na revista Les Temps Modernes, e Em defesa dos intelectuais, também resultado da junção de três conferências proferidas no Japão em 1965. Para compreender o tema que nos propusemos cumpre então nos deter principalmente nas reflexões sobre o surgimento da noção de intelectual a partir da contradição de seu lugar social e histórico e de sua função, nos fins do século XIX e no século XX, na noção de engajamento dos homens em geral, do escritor e do intelectual, em particular, e suas relações com os conceitos de desvelamento de verdade, de dialética e de história. A dissertação desenvolve-se então em três partes. Na primeira, visamos reconstituir o surgimento do problema em torno da idéia de uma função prática do intelectual, retomando seu modelo ideal no século XVIII e as questões surgidas no século XIX a partir da concepção marxista de ideologia e seu desenvolvimento no pensamento de Gramsci, além de expor a concepção de Sartre sobre a situação que faz emergir a figura do intelectual propriamente dito em fins do século XIX a partir de uma situação histórica determinada que o define por uma contradição interna que expressa a dilaceração das sociedades capitalistas do século XX. Na segunda parte, buscamos esclarecer a noção de engajamento em Sartre que diz respeito à condição ontológica de todos os homens, mas adquire contornos específicos nas figuras do escritor (de prosa) e do intelectual, que se propõem a um empreendimento de comunicação de seu desvelamento da verdade e da realidade histórica para a libertação dos homens (já ontológicamente livres). Para tal, ainda será preciso esclarecer o modo específico desse engajamento pela análise da linguagem e as relações das noções de escritor e intelectual. Enfim, na terceira parte, propomos relacionar a discussão teórica sobre o intelectual com a prática concreta de Sartre como um exemplo de intelectual engajado, a partir somente de alguns poucos empreendimentos que jugamos exemplares de sua ação como um todo. / This work seeks to understand Sartres thought about the place and the possible function of the intellectual of the twentieth century. This theme can be found in the Sartres whole work, because is a way to think about own his situation. However, in this present work, we restrict the analyses to only a couple of books: What is literature? (1947) and Plaidoyer pour les intellectuels (1965). These books deal with the question of the intellectual systematically. The first book was published like four essays in the review Modern Times. The second book was a group of three lectures in Japan. To understand our theme is necessary to focus the question of the emergence of the intellectual and his social and historical contradiction. The development of the subject refers from end of nineteenth century to twentieth century. The theme also deals with notion of engagement of the men and, particularly, of the writer and the intellectual. This notion of the engagement should be treated in group with others notions as disclosure of the truth, dialectic and history. This work has three parts. The first part accosts the origin of the question by practice function of the intellectual. The central point is the approach of the pattern of the intellectual in eighteenth century and the new questions about this as from the conception of Marxist ideology in the nineteenth century and its development in Gramscis thought. Another point of the problem is the Sartres analyses about the historical situation for the emergence of the intellectual like a being of intern contradictions (self-contradictions), as an expression of a broken capitalist society. The second part seeks to enlighten the notion of engagement in Sartre. This notion concerns to ontological condition of the men, but it has specific aspects in the figures of the writer (prose) and intellectual. These figures try a disclosure of the truth and the historical situation to free the men (men are always free in ontological sense). For this goal, this work will do a study of the notion of engagement, analyzing the language and the writer and the intellectual. The last part will study the relation between the theoretical notion of intellectual in Sartre and his own condition of engaged intellectual. Thus, this work will emphasize some examples of Sartres action like an engaged intellectual.