I denna uppsats studeras realismens framställning i filmskapandet, dels genom visuella tekniker men även genom handling- och ämnesmässiga val. Studien fokuserar på tre filmer som alla är regisserade och skrivna av filmskaparen Harmony Korine, dessa filmer är: Gummo (1997), Julien Donkey-Boy (1999) och Trash Humpers (2009). För att studera filmernas framställning av realism utifrån syftet med studien diskuteras och appliceras teorier angående ämnet från bland annat John Orr, Robert Stam och Geoff King. Eftersom syftet med studien är att studera realismen utifrån de specifika val som Korine har gjort i filmskapandet diskuteras även idén om en auteur. Både teorierna ifrån Orr och King är grundade i auteurteorin. King har även en utgångspunkt i den amerikanska independentfilmen som Harmony Korine är en aktiv filmskapare inom. I analysen diskuteras sedan Gummo, Julien Donkey-Boy och Trash Humpers separat och med hjälp av de framlagda teorierna om realism argumenterar analyserna olika sätt som filmerna framställer realism genom de visuella samt de handling- och ämnesmässiga valen.

This dissertation is a study of the life, times and ideas of Josiah Warren, a neglected American social theorist who was connected, in one way or another, with several utopian communities in the United States. He has been variously described as the first American anarchist, the inventor of the first rotary press, a musical genius, and the first American to practice a pricing system based on labor-for-labor notes.Born in Boston in 1798, Warren came to Cincinnati with his wife, Caroline Cutter Warren, in 1820. There he established a small factory to produce a lard-burning lamp which he patented in 1821. Robert Owen of New Lanark, Scotland, came to Cincinnati in 1824 and made a speech extolling the virtues of his communistic community to be established in New Harmony, Indiana. After hearing Owen, Warren and his wife moved to New Harmony, where they remained until the latter part of 1826.Returning to Cincinnati, convinced that the reason for the failure of the New Harmony project was that a communism of property brought only discord, Warren formulated his philosophy of individualism, the sovereignty of the individual. He believed that only separation of interests, disconnection, reliance on individual responsibility, and self-government would bring about an equitable society.To prove his theory that there could be an equitable commerce in an equitable society, he opened a store at Fifth and Elm Streets in Cincinnati, which he called The Cooperative Magazine, but which was soon called The Time Store. Money was used for the original cost to the proprietor, a small percentage for overhead and for the actual labor of the storekeeper. A clock was used to determine the time consumed in the transaction. If a customer wished to give his labor note for a skill or product, there would bean equal exchange.The store was a success, and, wishing to extend his philosophy to a whole community, Warren travelled, first to Stark County, Ohio, and then to the area of the present city of Tuscarawas, Ohio, where he joined a group who had purchased 400 acres of land. The group suffered from influenza and malaria arid so abandoned the area.Warren, his wife and young son, George William Warren, returned to New Harmony. There Warren opened the second Time Store in 1842. He remained in New Harmony working on printing inventions, creating a new system of musical notation and printing his first book, Equitable Commerce. In 1847, he was able to join a newly formed community, Utopia, in Clermont (Claremount) County, Ohio. Utopia had no government, no laws, no police and was based on Warren's philosophy of voluntary subordination or mutual aid. This, coupled with the labor-for-labor system, was to create a sovereign individual.In 1850, Warren went to New York. There he met Stephen Pearl Andrews who was immediately interested in Warren's ideas. Together they founded and publicized a new town on Long Island to be named Modern Times. Modern Times did not grow beyond a village, but the no-rules system worked, until adverse publicity and the necessity for money to pay taxes ended the idyll.Warren had been writing, printing, and publishing his ideas since 1827. In 1833, he began his first periodical, The Peaceful Revolutionist. He re-printed Equitable Commerce and published Practical Details in Equitable Commerce in 1852. In the 1850's he published The Periodical Letter which came out more-or-less regularly until 1858. In 1863, he published True Civilization and continued his writing until his death in Cliftondale, Massachusetts, in 1874.Warren's writing deals primarily with his ideas for the improvement of mankind. He decries the impossibility for definition of abstract words but uses many to express himself. He uses folksy accounts of happenings or obscure references for his examples. However, his life arid ideas are unique, and, as John Stuart Mill said, he was a truly remark able American.

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Šio darbo tikslas ištirti 14 – 17 metų paauglių baimes provokuojančius veiksnius, mokyklos baimės apraiškas, įveikos būdus, baimės įtvirtinimo formas ir vidinę darną. Šiam tikslui įgyvendinti buvo iškelti uždavinai: 1. Palyginti 14 -17 metų paauglių mokyklos baimes provokuojančius veiksnius, mokyklos baimės apraiškas, įveikos būdus ir baimės įvertinimo formos pagal amžių. 2. Palyginti 14 - 17 metų paauglių mokyklos baimes provokuojančius veiksnius, mokyklos baimės apraiškas, įveikos būdus ir baimės įvertinimo formos pagal lytį. 3. Išanalizuoti 14 - 17 metų paauglių vidinės darnos ypatumus. 4. Nustatyti 14 - 17 metų paauglių mokyklos baimes provokuojančių veiksnių, mokyklos baimės apraiškų, įveikos būdų, baimės įvertinimo formų ir vidinės darnos sąsajas. Šiame magistriniame darbe buvo siekiama patikrinti hipotezes 1. 14 metų paaugliai, būdami ankstyvosios paauglystės pirmojoje pusėje, labiau patiria mokyklos baimes provokuojančius veiksnius, labiau jaučia mokyklos baimės apraiškas nei 17 metų paaugliai. 2. 14 - 17 metų merginos labiau patiria mokyklos baimes provokuojančius veiksnius, labiau jaučia mokyklos baimės apraiškas nei 14 - 17 metų vaikinai. 3. 14 - 17 metų paauglių mokyklos baimės įveikos būdai susiję su vidine darna. Darbe buvo taikomos dvi metodikos: Mokyklos baimei tirti buvo naudojama D. H. Rost ir F.J Schermer klausimyno 14 – 17 metų vaikų, emocinėms problemoms tirti ilgoji versija. Vidinei darnai tirti buvo naudojamas Antanovsky , gyvenimo... [toliau žr. visą tekstą] / Thesis object: the interface between fear of school and inner harmony of adolescents, aged from 14 to 17. Aim of the thesis: to explore provocative factors of fear of school, appearance of the fear, ways to overcome the fear, fixation on the fear and inner harmony of adolescents, aged from 14 to 17. Goals of the thesis: 1. To compare the provocative factors of fear of school of adolescents aged from 14 to 17, according to their age. 2. To compare the provocative factors of fear of school of adolescents aged from 14 to 17, according to their sex. 3. To analyse the peculiarities of inner harmony of adolescents aged from 14 to 17. 4. To find out the interface between provocative factors of fear of school, ways to overcome the fear, ways to estimate the fear and inner harmony. Hypotheses of the thesis: the following hypotheses were checked in the thesis: 1. 14 years old adolescents more often suffer the provocative factors and appearance of fear of school than 17 year old adolescents. 2. Girls aged from 14 to 17 more often suffer the provocative factors and appearance of fear of school than boys of the same age. 3. There is the interface between the ways of overcoming the fear of school and inner harmony of adolescents, aged from 14 to 17. Thesis methods: there were used two methods in the thesis: the questionnaire of D.H.Rost and F.J.Shermer , the longest version was used to examine the fear of school; the shortest version of Antonovsky questionnaire of life orientation was... [to full text]

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Diplominio darbo tema - „Vasaros harmonija“. Darbo tikslas – tapybos darbe atskleisti savo patirtas emocijas, spalvų pagalba perteikti gamtoje vyraujančią harmoniją, ritmą, nuolat kintančias šviesos ir spalvų savybes. Tapybos darbas susideda iš trijų paveikslų, kurie atlikti klasikinės pastozinės bei lesūrinės tapybos technika, akrilo dažais. Uždaviniai: paruošti teorinių šaltinių darbo analizę; apžvelgti temos pasirinkimo motyvus; aprašyti bandymų, ieškojimų kelią bei atlikimo technikas; pateikti teorinę medžiagą apie temos pritaikomumą pedagoginiame darbe; parašyti išvadas ir atlikti tapybos darbą. Išvados: estetikoje meno ir jo pažinimo problema plėtojama kaip meno savitumo problematikos dalis. Meninės vertybės tenkina tam tikrus estetinius žmogaus poreikius, o meno kūrinys yra tik priemonė palengvinti tą pažinimą, kuris sudaro estetinį pasitenkinimą. Vieni pirmųjų ne pačią gamtą, o jos sukeltas emocijas, patirtą pirmąjį įspūdį savo darbuose vaizdavo impresionistai, kurių kūryba padarė didelę įtaką tolimesnei tapybos raidai. Išlaisvinti asmens kūrybingumą, išmokyti mokinius įvaldyti įvairias technikas, kurios atvertų neribotas galimybes išreikšti save, leisti kuo dažniau pajusti kūrybinio proceso džiaugsmą – tai vienas iš svarbiausių šiuolaikinio dailės mokytojo uždavinių. / The subject of the graduation thesis is “Summer Harmony”. The aim of this work is to reveal the experienced emotions, with the help of colours to convey the harmony of the nature, the rhythm as well as the characteristics of constantly changing light and colour. The painting consists of three scenes which are done in classical different painting techniques, in acrylics. The objectives. To prepare a theoretical analysis of the sources of the work; to review the reasons for the choice of the topic; to describe the experimenting and searching path and the performing techniques; to present the theoretical material on applicability of the topic in pedagogical work; to write the conclusions and to do a painting. The conclusions. In aesthetics the problem of the art and its knowledge is developed as a part of the artistic identity problem. The artistic values satisfy certain aesthetic human needs. An art work is only a tool to facilitate that knowledge which makes aesthetic satisfaction. Impressionists were the first to depict not the nature itself but the emotions caused by it and the first impression. Their works have made a significant impact on the development of the painting. One of the most important tasks of a modern art teacher is to liberate the individual׳s creativity, to teach students to master different techniques which could open unlimited opportunities to express themselves, to let them experience the joy of the creative process.

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Inaug.-diss.--Leipzig. / Vita. "Literatur": p. [71].

Inaug.-diss.--Leipzig. / Vita. "Literatur": p. [71].