This thesis examines the emergence of the organization, the Glasgow UNESCO City of Music, following the award of the title UNESCO City of music to Glasgow in 2008 from a Bourdieusian perspective. Bourdieu's concepts of field, habitus, and particularly capital are used to interrogate the negotiation of symbolic capital (Bourdieu, 1986) in the field of music in Glasgow. The thesis examines how the members of the organization–viewed their organization's position in the field of music in Glasgow and their attempts to secure its legitimacy in a field with established players. It shows how agents ‘work' to negotiate for the positions they want, or need, in order to establish the legitimacy, and thus the position, of an organization through the acquisition and use of capital. Although cultural capital is a core constituent of an organization's original position in the field of music the dominant and influential position of economic capital means that it is the symbolic capital associated with being granted funding rather than cultural capital, which influences and thus legitimate organizations in the cultural field. In its discussion of capital the thesis contributes to the literature on institutional work and organizational legitimacy.

The present dissertation deals with the artistic collaboration of a married couple, Charles Rennie Mackintosh and Margaret Macdonald. Living in Glasgow at the turn of the century, theeå, Swedeny concentrated their work on interior design. However, artistic collaboration has been neglected by traditional art history, with its concentration on individual creativity. For the couple in question, this has meant that the work they created together has been mainly attributed to Mackintosh, thereby relegating Mac­donald to the role of spouse and assistant, rather than co-creator. The present disser­tation presents a different picture of the couple's collaboration, challenging and revi­sing our cultural perceptions about the creative abilities of the respective sexes. A selection of interiors created by the Mackintoshes is studied in order to shed light on their collaborative efforts. The analyses embark from the perspectives of «masculine» and «feminine» in order to show how the Mackintoshes created artistic wholeness in their interiors, while at the same time opening up the spaces for a mixture of actors, i.e. making the rooms accessible to men and women alike through their designs. During this epoch, the concepts of «masculine» and «feminine» were employed as natural points of reference in an attempt to explain social and cultural phenomena scientifically. The Mackintoshes made use of the era's conventions when creating interiors in the accepted division of masculine (hallways, dining rooms, libraries) and feminine (bedrooms, salons) spaces. However, with time they began to combine these accepted gender forms in order to create something new and modern. Just as the Mackintoshes could create more powerful works of art by combining their respective artistic talents, their spaces could accrue greater significance through the combination of masculine and feminine principles. / digitalisering@umu

The philosophical and scientific teaching in the universities of 17th century Scotland has frequently been dismissed as Aristotelian and reactionary. However, there must surely have been some development during the century for the universities to have achieved as much as they did in the 18th century. It is the purpose of this study to investigate the contant of the courses in philosophy and science given at the Scottish Universities in the 17th century with a view to answering the following quesions: Was Aristotle really taught so exclusively throughout the century? Or, given that the universities did concentrate on Aristotle to a great extent, was this Aristotleianism so monolithic and unifrom as is sometimes made out? Did Scottish university teachers make any acknowledgement of the philosophical and scientific revolutions which were taking place in the 17th century? How were the universities affected by the political and religeous struggles of the century? Was the teaching the same at Aberdeen, Edinburgh, Glasgow and St. Andrews, or were some of the universities in advance of the others? The main sources for our knowledge of 17th century Scottish university teaching are student lecture notes or dictates and the graduate theses produced by the masters or regents for the students to defend at the annual laureation ceremony. the dictates and theses are supplemented by library lists, university and faculty minutes, and the reports of the numerous commissions appointed by church and state to visit the universities during the 17th century, together with papers relating to these commissions. Throughout the century the curriculum at all universities remained the same in outline, viz. 1st year: Greek; 2nd years: Logic/ metaphysics; 3rd year: Metaphysics/ Ethics; 4th year: physics. Until the 1660s the teaching in the 2nd, 3rd and fourth years consisted of commentaries on Aristotle, but the authorities cited by the regents show that they were acquainted with more 'modern' Aristotalians, e.g. Zabarella and the Coimbra commentators. Frequently the works of such authors were praised, and the library lists show that they were bought extensively. From the 1660s onwards Cartesianism entered the courses. At first the regents distrusted this new philosophy, and indeed as long as Descartes was taught in the Scottish Universities, many of the regents and visiting commissioners feared the atheistic implications of Cartesian mechanism. However, descartes was accorded warm praise in the theses and dictates for Edinburgh, St. Andrews and Aberdeen during the 1670s and 1680s. by the 1690s the enthusiasm for Descartes was beginning to decline, although some of the regents continued to teach Cartesianism into the 18th century. In Logic and Metaphysics the teaching of Locke was often adopted, and in Physics Newtonian ideas were expounded. The teaching was perhaps most conservative in Logic, where Aristotelian ideas continued to be taught by the scholastic method of debate until the beginning of the 18th century. Despite the praises of Descartes's method, and later Locke, the scheme for Logic teaching was probably based on scholastic textbooks such as those of Keckermann and Burgersdijk. In Metaphysics too scolasticism tended to predominate, but because of Scotland's religeous allegiance there are numerous quotations from and references to the works of Protestant theologians. Once commentaries on Aristotle ceased, metaphysics was divided into Metaphysics proper and Pneumatology, the two subjects frequently being separated and taught in different years of the course. the Scottis regents saw Ethics as a strictly practical science, aimed at teaching their students how to live as godly citizens. Accordingly in their Ethics teaching they tended to cite authorities less frequently than in their teaching of other subjects; instead they gave rules of conduct for their students. After the 1660s many of the regents based their teaching on Henry More, and Descartes's theory of the passions was widely accepted. Discussion of different types of justice and of natural law formed a great part of the Ethics dictates and theses, and Grotius, Cumberland and Puffendorf were all referred to. In Physics the experiments of many contempory or recent scientists were described. Robert Boyle and the Royal Society were universally praised by the regents. the work of English, French and Dutch scientists featured prominently in the lectures from the 1660s onwards, and were bought for the libraries. Cartesian physics and cosmology were taught in the last quarter of the 17th century, but by the beginning of the 18th century many of the regents had gone over to Newtonianism.the politicl and religeous upheavals in 17th century Scotland affected staff appointments in the universities. many of the regents lost their posts in 1638 and during the Civil Wars, at the Restoration, and at the revolutioanry Settlement in 1689. Unorthodoxy in their dictates and theses was frowned on, and sometimes led to dismissal. Various commissioners tried to regulate what was taught in the universities, and in the 1690s a project for a uniform course made considerable headway. however, despite this interference on part of state and church, the universities managed to preserve a fair degree of autonomy, and both their statements in answer to the commission's proposals in the 1690s and the actual content of their dictates and theses show a concern to uphold their academic integrity. The courses in the Scottish universities were sufficiently similar to enable one to talk of 17th century Scottish university education in general terms, but the universities did not always agree amongst themselves, as their comments on each other's contributions to the uniform course show. Edinburgh seems generally to have been the most advanced of the universities in its teaching, Glasgow the least. the conclusion of this survey is that university education in the 17th century was by no means as consistently uninspired as is sometimes proposed. It is true that neither the system of regenting nor the troubled stare of the country in the 17th century were conductive to a high educational standard. Nevertheless, there is some evidence of new ideas in the dictates and theses from 1600 to the 1660s, and after that date many of the regents showed themselves to be conversant with new devlopments in all fields of philosophy. By the beginning of the 18th century the way had been paved for the intellectual achievements of that century in the universities.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1952. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 485-499).

Thesis (Ph.D.)--University of Delaware, 2006. / Principal faculty advisor: Susan Goodman & Carl Dawson, Dept. of English. Includes bibliographical references.

The year 2014 welcomed two major events of national importance for Scotland, the Glasgow Commonwealth Games and the Scottish Independence Referendum. These national sporting and political events provided Scotland and its citizens with an opportunity to display the nation on the world stage and decide upon its geopolitical future. While the referendum was widely acknowledged as a significant ‘once in a generation' event for all voters, it also marked the first time extension of the franchise in a major UK public ballot to those aged 16 and 17 years old. Therefore, this thesis draws upon the Glasgow Commonwealth Games and Independence Referendum as a lens to investigate understandings of youth citizenship and national identity among a generation of newly enfranchised 16 and 17 year old voters, living in the city of Glasgow, located at the epicentre of these events. First, the thesis examines how ideas of Scotland presented through the Games resonated with young people's conceptions of the nation. Second, the discussion explores how the Games and Referendum prompted young people to consider the future of the nation. Third, the thesis considers how young people mobilised their vote as newly enfranchised citizens through the Referendum. Fourth, the thesis aims to inform, and be informed by, current theories of the geographies of citizenship and national identity. Overall, the thesis concludes by providing a timely and original analysis of the geographies of youth citizenship and national identity through an exploration of the reconfigured interstitial political space that these young people occupied during the referendum.

Sociology of dance is an evolving discipline that takes as a central focus the social makeup of dance – the societal structures and individual agency that are inherent within dance activity and practice. Relevant ethnographic literature that adopts particular sociological concepts and models is generally narrow in focus, with attention centred on the frameworks of Pierre Bourdieu and Michel Foucault and the conformation of vocational and professional ballet and contemporary dancer minds and bodies, to particular practice-specific behaviours and beliefs. Through drawing on Erving Goffman's (1959/1990) model of dramaturgy, this interdisciplinary thesis uncovers and interrogates the two-way relationship between sociological micro relations (social interactions), and various types of dance activity and practice. Six case studies undertaken encompass a wide range of dance and social settings; the professional ballet class, inclusive creative dance class, line dancing class, salsa club, Highland dancing class, and dance in primary education. Data was collected through undertaking participant observation (primary method) and qualitative interviews (secondary method): each specific combination was influenced by the reflexive approach followed, the nature and setting of each case study and as researcher, my own dance ability. The transcripts and field notes were analysed and situated within Goffman's (1959/1990) framework to interrogate the social and dance ‘performances' given. The research aims to firstly, uncover and present the nature of the ‘realities' (Goffman, 1959/1990) within each setting and secondly, to interrogate and demonstrate the applicability of the dramaturgical model to dance scholarship. The findings reflect the sociological binary of individual agency and societal structures as realities were shaped by the ‘place' of each dance activity and practice in the field of dance, and challenged, maintained or supported existing dominant perceptions.

This thesis is the first in depth study that has been undertaken concerning Edinburgh and Glasgow’s identities and rivalry. It is not an economic or a social study driven solely by theory. Essentially, this is a cultural and political examination of Edinburgh and Glasgow’s identities and rivalry based on empirical evidence. It engages with theory where appropriate. Although 1752 – 1842 is the main framework for the period there are other considerations included before this period and after this timeframe. This study provides the reader with a better understanding of the ideas highlighted in the introduction and it also indicates the degrees of changes as well as continuity within the two cities. Therefore, this thesis is not a strict comparison of the two cities and neither does it provide for a complete contextual breakdown of every historical event over the course of every year. The primary focus is kept on an array of primary written sources about the two cities over the course of the period, with only brief reflections about other places, where it is deemed appropriate. The thesis is driven by the evidence it has uncovered in relation to identity and rivalry, and the study uses particular events and their impact on the two cities within a particular historical narrative. As it is a preliminary report of its kind, there are, of course, many gaps which are opportunities for further research. This is something that the conclusion of this thesis returns to. Identity and rivalry are words not attached to any particular corpus of research material but rather are buried in an array of primary sources that are wide-ranging and all encompassing. Most have been uncovered in individual collections and in the literature of the time, including newspapers, guidebooks, travellers’ accounts, civic histories, speeches, letters, and in entries for the Encyclopaedia Britannica and also the Old and New Statistical Accounts. Although historians may have examined some of this material it has not necessarily been employed by them to investigate how the cities’ identities and rivalry evolved. The period was influenced by the ideas birthed from the Enlightenment and Romanticism, by the impact of the French Revolutionary and Napoleonic Wars and by the intense processes harboured by urbanisation, industrialisation and by political and social change as the Georgian city became a Victorian one, so consideration of these important aspects must be afforded, as well as the particular historians’ ideas about them and how they affected cities like Edinburgh and Glasgow within a Scottish and a British context.

The study aimed at giving a thick description of African families' experiences, views, cultural beliefs and interpretations of traumatic brain injury (TBI), and making recommendations for rehabilitation. It was conducted from the qualitative research paradigm, adopting a phenomenological research method. Twenty-two pairs of participants (patients and their caregivers )were interviewed about their perception of TBI. The semi-structured interviews were conducted at the participants' homes in Sesotho, and where necessary in their home languages. The consequences of TBI were found to follow universal trends (Oddy, 1984). However, participants' perceptions, as shaped by their experiences, views and cultural beliefs, were found to be unique. On analysing the gathered data, using inductive data analysis, it was found that African families' interpretations of TBI were based on beliefs about witchcraft, thwasa, Satanism, ancestral anger and God's wish. Based on these findings, rehabilitation services in the form of education, advocacy, networking and family therapy are recommended. / Psychology / M.A.(Clinical Psychology)

This thesis focuses on the poetry of place in the works of the two most important figures of modern Scottish Gaelic verse: Sorley MacLean (Somhairle MacGill-Eain, 1911-1996) and Derick Thomson (Ruaraidh MacThòmais, 1921-2012). Both poets exhibited a keen interest in poetry of place, although each one approached it from a very different angle: MacLean's poetry is proudly local and audaciously universal at the same time, moving from the Cuillin of Skye to Spain and Russia in the space of one stanza, while Thomson inquires in the ways in which the island environment, in terms of nature, language and religion, shapes the individual psyche, memory and creative abilities, and he is also a significant poet of the city. The opening chapter gives reasons for the choice of these two authors, introduces the structure and method of the thesis, and outlines what is meant by "poetry of place." It also sums up different theoretical approaches to places and discusses important features of Scottish Gaelic poetry of place of the eighteenth and nineteenth centuries, as both poets employed, altered and contradicted certain traditional patterns and motifs. The second chapter provides a context for the subsequent discussion by explaining the basic facts about the linguistic, social and cultural conditions of Gaelic...