This paper analyzes how vulnerability is represented in the Jack Reacher series, by drawing onwork by Bryan Turner and Judith Butler. The purpose of the research is to investigate the reasonReacher’s acts of vigilantism are needed. I look at examples of vulnerability and precarity foundin the books Killing Floor and Die Trying, and argue that state neglect is the cause of economicand social vulnerability in the towns Margrave and Yorke, leading to precarity expressed ascriminal money and community subjugation controlling the towns. I conclude that the solutionpresented, through vigilantism, is reassuring but insufficient, but that the series, in representing acomplex display of vulnerability and acknowledging the insufficiency of the solution, stressesthe difficulty of presenting a simple solution to the multifaceted nature of the issue ofvulnerability.

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Queer culture is finding an ever-increasing voice in the arts. Plays like The Laramie Project, Rent, and Angels in America have contributed to making queer identity a very present voice in popular culture. In this thesis, I investigate the excitement and complexity of a straight actor becoming a gay character on stage. Using my interpretation of "Jack" in Debbie Lamedman’s new play, Triangle Logic, as a case study, I catalogue a three-month journey towards the effective embrace of truthfulness on stage. I expand the idea that actors must not layer on possibly offensive stereotypes to convey sexuality, but, instead, focus on telling the story through honest character relationships.

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No description available.

In 1913, the Industrial Workers of the World (IWW) led a strike of silk workers in Paterson, New Jersey. Several New York intellectuals took advantage of Paterson's proximity to New York to witness and participate in the strike, eventually organizing the Paterson Pageant as a fundraiser to support the strikers. Directed by John Reed, the strikers told their own story in the dramatic form of the Pageant. The IWW and the Paterson Silk Strike inspired several writers to relate their experience of the strike and their participation in the Pageant in fictional works. Since labor and working-class experience is rarely a literary subject, the assertiveness of workers during a strike is portrayed as a catastrophic event that is difficult for middle-class writers to describe. The IWW's goal was a revolutionary restructuring of society into a worker-run co-operative and the strike was its chief weapon in achieving this end. Inspired by such a drastic challenge to the social order, writers use traditional social organizations--religion, nationality, and family--to structure their characters' or narrators' experience of the strike; but the strike also forces characters and narrators to re-examine these traditional institutions in regard to the class struggle. / English

In this paper, I explore the environmental philosophy of three Californian modernists, who I have collectively named the Dust Dwellers: John Steinbeck, Robinson Jeffers, and Jack London. I argue that these writers participated in a broader modernist response to the ascendancy of the Enlightenment and its manifestation in industrial progress. Furthermore, I demonstrate that the Dust Dwellers' response was distinctly informed by their American identity. They engaged modernist themes of decay as applied to Western expansion and the dissolution of the American Edenic dream. Investigating the fractured relationship between civilization and the environment, they searched for a philosophy that could reconcile humanity to nature. Specifically, I argue that their environmental philosophy displays intellectual and creative congruencies that can be traced to the common influence of twentieth-century psychoanalyst Carl Jung. The foundational tenet of the Dust Dwellers' environmental philosophy parallels Jung's concept of the unus mundus. Mirroring Jung's interpretation of this alchemic term, the Dust Dwellers describe a cosmic unity that encompasses all of life. I discuss depictions of the unus mundus across the Dust Dwellers' work and outline other implications of this central philosophic presupposition. Ultimately, I conclude that their environmental philosophy, along with other attributes, permits and even encourages scholars to approach these writers as a distinct group of American modernists. / Master of Arts / In this paper, I explore the environmental philosophy of three Californian modernists, who I have collectively named the Dust Dwellers: John Steinbeck, Robinson Jeffers, and Jack London. I argue that these writers participated in a broader modernist response to the Enlightenment's failed pursuit of utopia. Furthermore, I demonstrate that the Dust Dwellers' response was distinctly informed by their American identity. They engaged modernist themes of decay as applied to the American frontier. Specifically, they recognized that America had failed to transform into a new Garden of Eden. Investigating the negative effects of industrial civilization, the Dust Dwellers searched for a philosophy that could create harmony between humanity and nature. I argue that their environmental philosophy displays intellectual and creative congruencies that can be traced to the common influence of twentieth-century psychoanalyst Carl Jung. The foundational concept of the Dust Dwellers' environmental philosophy parallels the Jungian concept of the unus mundus. Mirroring Jung's interpretation of this alchemic term, the Dust Dwellers describe a cosmic unity that encompasses all of life. I discuss depictions of the unus mundus across the Dust Dwellers' work and outline other implications of this central philosophic presupposition. Ultimately, I conclude that their environmental philosophy, along with other attributes, permits and even encourages scholars to approach these writers as a distinct group of American modernists.

This trans-disciplinary and [trans-modal] dissertation practices the work of inclusive design that students of music (do or do not) encounter as part of their music education. Using inclusive design practices focused on the domains of the written word, the auditory-aural artifact, and the artistic-visual artifact, this work reflects upon three schools of pedagogy and philosophy within the broader academy, primarily not found in the musical academy. The schools of humanism, liberation, and transformation are considered as objects-subjects of reflection utilizing four authors (James Cone, Paolo Freire, Jack Mezirow, and Bertrand Russell); this work is rooted in the practice of critical reflection as understood through the lens of the author Stephen Brookfield. The authors’ assets were collected through analog and digital booksellers and analog and digital library available databases; the author consumed accessibility and accommodative digital programs to aid the researcher. Three themes emerged as follows: one, humanity has largely been excluded from the study of music education, resulting in an intensely human invention often resulting in inhumane practices and theories; two, transformation is a fundamental component of musical education, in that it studies humans transforming both words and music, as well as subsequent performances being transformations of what was to what can be (again); and, three, liberation is the implicit goal at the center of musical education, in that being a music educator is an attempt to liberate the musicianship innate to the human existence from the oppression the body has consumed. Each of these themes written as separate chapters closes with a pedagogy-philosophy of the chapter’s theme. The dissertation concludes with a reflection on music education in light of the pedagogies and philosophies examined. Keywords: Music, ethnography, reflection, philosophy, pedagogy, Humanity, liberation, transformation

Master of Music / Department of Music / Frank C. Tracz / This document was submitted to the Graduate School of Kansas State University as a partial requirement for the Master’s of Music Education degree. It contains information about music education philosophy, what defines quality literature, theoretical and historical analyses, and rehearsal plans for each of the three pieces that were performed on the Graduate Student Conducting Recital on Wednesday, March 11, 2009. Selections performed on the recital included in the document’s analysis portion include Four Scottish Dances by Malcolm Arnold, arranged by John Paynter, Mosaic, Op. 30 by Mario Gaetano, and Celebration Fanfare from “Stepping Stones” by Joan Tower, arranged by Jack Stamp. The analytical methods employed in this document and the rehearsal techniques listed are based on the Blocker/Miles unit studies and macro-micro-macro concepts from the Teaching Music Through Performance in Band book series.