Thesis (M.A.)--Trinity Evangelical Divinity School, 2007. / Includes bibliographical references (leaves 76-78).

Thesis (M.A.)--Trinity Evangelical Divinity School, 2007. / Includes bibliographical references (leaves 76-78).

abstract: Race is a complex system founded on social ideologies that categorize and evaluate human beings into different groups based on their visible characteristics (e.g., skin color) that, according to this notion of race, indicate a person's personal traits (e.g., intelligence). The concept of race has been an integral part of American society since the ratification of the United States Constitution in the late 18th century. Early on, the practice of race within American society established one particular group as the norm: the White Anglo-Saxon Protestant. By the late 19th and early 20th centuries, the distinctions among racial groups essentially came down to "white" and "nonwhite." Consequently, certain social inequalities were bestowed upon those groups that did not fit the model of the dominant "white" group. Autobiographies, especially those from marginalized groups, can serve as an important source of these social disparities since the author is able to recount their own social experiences vis-à-vis racial practices within society. With this in mind, this thesis analyses the concept of race in relation to the personal experiences of two authors through their respective autobiographies: Hunger of Memory: The Education of Richard Rodriguez (1982) by Richard Rodriguez and How Did You Get to Be Mexican?: A White/Brown Man's Search for Identity (1999) by Kevin R. Johnson. The critical work of Paula M. L. Moya, Linda Martín Alcoff, Hazel Rose Markus, George M. Fredrickson, Genaro M. Padilla and others are used as the theoretical framework in the literary analysis of these authors' texts. In summary, the results of this study demonstrate the concept of race as a salient aspect in regards to the ideological formation of each respective author. / Dissertation/Thesis / M.A. Spanish 2014

This essay analyses Lionel Shriver’s We Need to Talk about Kevin (2003) from a feminist perspective. The objective of the essay is to demonstrate that a feminist reading of We Need to Talk about Kevin sheds light on the concept of shame and generates a discussion on the implications of the expectations that are placed upon a woman when she becomes a mother. The essay draws on the work of cultural feminists, such as Elspeth Probyn and Adrienne Rich, to demonstrate how shame and motherhood are entwined in the novel. This approach illuminates how patriarchal patterns in today’s society can restrict women’s abilities to lead a full life by blaming and by making them feel ashamed of not only their own actions but also of those of their children. The concept of shame is outlined as a gendered emotion, and the essay then examines the novel’s description of a mother’s responsibilities. These are then contrasted with the way in which shame functions for the community. The conclusion of the essay is that patriarchal structures are ever present in the novel and in society as a whole, and the location of shame in the mother, brought on by other members of the community as well as by the protagonist herself, results in the community being unable to heal itself.

This dissertation presents an analysis of Akrodha (1998), a multiple percussion solo in two movements, composed by Kevin Volans. The analysis is focused on the motivic content and subsequent iterations written within the tempos that provide the structural form of the piece. The structural tempos are supported by the presence of various motifs that serve as the tempos' characteristic traits, thereby giving the tempos more tangibility. As the work develops, these motifs reappear either as note-for-note reiterations or as variations that still maintain the unique qualities of the motifs. For comparison, similar analyses of Mr. Volans' other multiple percussion solos, She Who Sleeps with a Small Blanket (1985) and Asanga (1997), are also presented to further explore Mr. Volans' use of motifs as they relate to structural tempos. In addition, a comprehensive performance practice of Akrodha is presented based on a synthesis of considerations and methods from individuals involved in the piece's development and early performances. These include Dr. Volans himself, Jonny Axelsson (for whom Akrodha was written), and Robyn Schulkowsky (for whom She Who Sleeps with a Small Blanket and Asanga were written), as well as the author's personal experiences. This dissertation provides a deeper understanding of Akrodha for the scholar and provides performance guidance for the performer to enhance the ability to replicate the musical spirit of Kevin Volans' compositional intentions.

Under arbetet med denna studie fann vi att toleranspedagogik är ett relativt outforskat område inom svensk förskola. Syftet med denna studie var att undersöka om och i så fall hur förskollärare använder sig av toleranspedagogik i relation till kulturell mångfald i sin yrkesutövning. I detta syfte ingick även att undersöka huruvida förskollärares kännedom om toleranspedagogik skiljer sig åt beroende på yrkeserfarenhet. För att undersöka detta har vi genomfört två delstudier som bestått av kvalitativa intervjuer. I varje delstudie har fem förskollärare med stor geografisk spridning intervjuats. I delstudie 1 intervjuades förskollärare med två års yrkeserfarenhet eller mindre, i delstudie 2 intervjuades förskollärare med 15 års yrkeserfarenhet eller mer. Databearbetning skedde genom riktad innehållsanalys där vi kodade materialet utifrån vår teoretiska ram. Vi valde att använda Kevin Kumashiros teori om antiförtryckande undervisning. Detta gav oss möjlighet att belysa förskolan som ett normativt landskap där diskriminering, stereotypisering och osynliggörande av olika kulturella identiteter kan ske. I Kumashiros teori ingår fyra förändringsstrategier för antiförtryckande undervisning, vilka främst fokuserats i vår databearbetning. Delstudiernas sammanställda resultat indikerar att toleranspedagogik var ett välanvänt pedagogiskt arbetssätt hos de förskollärare som ingick i studien. Dock visade resultatet att ingen av de deltagande förskollärarna hade en kännedom om toleranspedagogikens innebörd. Delstudiernas resultat visade på en viss skillnad i mångkulturella arbetssätt mellan förskollärare med längre yrkeserfarenhet kontra kortare yrkeserfarenhet. Vidare fann vi i våra resultat att vissa arbetssätt inte gick att placera under Kumashiros fyra strategier. Därmed fann vi att i vissa barngrupper användes undervisningsstrategier vilka inte tog hänsyn till kulturell mångfald. Vi fann också att i många fall användes svenskhet som norm för undervisningen. Utifrån dessa resultat skulle det varit intressant att vidare undersöka vilka de långsiktiga konsekvenserna av toleranspedagogik skulle kunna bli.

Characterization of the seismic hazard and ground-failure hazard of a site using traditional empirical lateral spread displacement models requires consideration of uncertainties in seismic loading, site conditions, and model prediction. Researchers have developed performance-based design methods to simultaneously account for these sources of uncertainty through the incorporation of a probabilistic analytical framework. While these methods can effectively handle the various sources of uncertainty associated with empirical lateral spread displacement prediction, they can be difficult for engineers to perform in a practical manner without the use of specialized numerical tools. To make the benefits of a performance-based approach accessible to a broader audience of geotechnical engineers, a simplified performance-based procedure is introduced in this paper. This map-based procedure utilizes a reference soil profile to provide hazard-targeted reference displacements across a geographic area. Equations are provided for engineers to correct those reference displacements for site-specific soil conditions and surface geometry to produce site-specific, hazard-targeted estimates of lateral spread displacement. The simplified performance-based procedure is validated through a comparative study assessing probabilistic lateral spread displacements across several cities in the United States. Results show that the simplified procedure closely approximates the results from the full performance-based model for all sites. Comparison with deterministic analyses are presented, and the place for both in engineering practice are discussed.

Lateral spread is a seismic hazard associated with soil liquefaction in which permanent deformations are developed within the soil profile due to cyclic mobility. Lateral spread has historically been one of the largest causes of earthquake-related damage to infrastructure. One of the infrastructure components most at risk from lateral spread is that of deep foundations. Because performance-based engineering is increasingly becoming adopted in earthquake engineering practice, it would be beneficial for engineers and researchers to have a performance-based methodology for computing pile performance during a lateral spread event. This study utilizes the probabilistic performance-based framework developed by the Pacific Earthquake Engineering Research Center to develop a methodology for computing probabilistic estimates of kinematic pile response. The methodology combines procedures familiar to most practicing engineers such as probabilistic seismic hazard analysis, empirical compution of lateral spread displacement, and kinematic pile response using p-y soil spring models (i.e. LPILE). The performance-based kinematic pile response model is applied to a series of lateral spread case histories from the earthquake that struck the Limon province of Costa Rica on April 22, 1991. The M7.6 earthquake killed 53 people, injured another 193 people, and disrupted an estimated 30-percent of the highway pavement and railways in the region due to fissures, scarps, and soil settlements resulting from liquefaction. Significant lateral spread was observed at bridge sites throughout the eastern part of Costa Rica near Limon, and the observed structural damage ranged from moderate to severe. This study identified five such bridges where damage due to lateral spread was observed following the earthquake. A geotechnical investigation is performed at each of these five bridges in an attempt to back-analyze the soil conditions leading to the liquefaction and lateral spread observed during the 1991 earthquake, and each of the five resulting case histories is developed and summarized. The results of this study should make a valuable contribution to the field of earthquake hazard reduction because they will introduce a procedure which will allow engineers and owners to objectively evaluate the performance of their deep foundation systems exposed to kinematic lateral spread loads corresponding to a given level of risk.

No description available.

This dissertation examines the theological diversity that is currently developing within North American evangelicalism due to the growing influence of postmodernism and the resulting postconservative shift in evangelical thought. Chapter 1 begins with an initial assessment of the historical background and intellectual landscape behind the postmodern setting as well as the reasons why many evangelicals, such as Stanley J. Grenz and Kevin J. Vanhoozer, have chosen to adopt postconservative approaches to theological method. Chapter 2 then moves to a critical analysis of these two theologians by first treating the work of Stanley Grenz. This segment evaluates his proposals regarding theological method by outlining the primary ideas and factors that lead to his version of a postmodern evangelical theology. Chapter 3 subsequently offers a survey of the contrasting ideas of Kevin J. Vanhoozer. Here again, the tracing of Vanhoozer's distinct rendition of postconservatism is done by examining the major factors that are prominent within his work. Chapter 4 then provides evaluations of the strengths and weaknesses of Grenz's and Vanhoozer's thought as well as points of comparison and contrast between them. In the end, it is argued that while both thinkers share several mutual criticisms of conservative evangelicalism, Grenz's expression of postconservatism is noticeably different from Vanhoozer's. Specifically, it is shown that Grenz clearly advocates a kind of postmodern postconservatism, which entails modifications in theological method as well certain doctrinal commitments intrinsic to historic evangelicalism. Juxtaposed to Grenz, it also is argued that Vanhoozer provides a more confessional model of postconservatism because his recommendations for a new methodology still remain loyal to certain theological commitments that Grenz would deem as non-essential to the evangelical theology. Chapter 5 finally assesses the potential future effects that certain kinds of postconservative thought could have in evangelical circles. Likewise, several key elements regarding theological method that still require further attention in light of the development of postconservatism are also highlighted and discussed. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.