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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 81 to 90 of 92 (0.038 seconds)| 81 |
What Lies Beneath (and Between): An Expositional Analysis of George Palmer's Australian Song Cycle, "Letters from a Black Snake"Curcuruto, Christopher Charles 05 1900 (has links)
Letters from a Black Snake is a song cycle by living Australian composer, George Palmer. The cycle sets curated excerpts of text taken from letters written or dictated by Australia's most notorious bushranger (bandit) turned folk hero, Edward "Ned" Kelly (1854-1880), creating a cohesive narrative arc that establishes and explores Kelly's character through the precipitating events of his short life, exclusively in his own words. But what happens when the narrator doesn't tell the whole story? Framed as an expositional analysis of Letters from a Black Snake, this dissertation explores the importance of context on the interpretation and reception of this, and narrative song cycles generally, outlining potential approaches to performance, and proposing an expansion of Palmer's work.
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Analysis of Spatial Performance of Meteorological Drought IndicesPatil, Sandeep 1986- 14 March 2013 (has links)
Meteorological drought indices are commonly calculated from climatic stations that have long-term historical data and then converted to a regular grid using spatial interpolation methods. The gridded drought indices are mapped to aid decision making by policy makers and the general public. This study analyzes the spatial performance of interpolation methods for meteorological drought indices in the United States based on data from the Co-operative Observer Network (COOP) and United States Historical Climatology Network (USHCN) for different months, climatic regions and years. An error analysis was performed using cross-validation and the results were compared for the 9 climate regions that comprise the United States.
Errors are generally higher in regions and months dominated by convective precipitation. Errors are also higher in regions like the western United States that are dominated by mountainous terrain. Higher errors are consistently observed in the southeastern U.S. especially in Florida. Interpolation errors are generally higher in the summer than winter.
The accuracy of different drought indices was also compared. The Standardized Precipitation and Evapotranspiration Index (SPEI) tends to have lower errors than Standardized Precipitation Index (SPI) in seasons with significant convective precipitation. This is likely because SPEI uses both precipitation and temperature data in its calculation, whereas SPI is based solely on precipitation.
There are also variations in interpolation accuracy based on the network that is used. In general, COOP is more accurate than USHCN because the COOP network has a higher density of stations. USHCN is a subset of the COOP network that is comprised of high quality stations that have a long and complete record. However the difference in accuracy is not as significant as the difference in spatial density between the two networks. For multiscalar SPI, USHCN performs better than COOP because the stations tend to have a longer record.
The ordinary kriging method (with optimal function fitting) performed better than Inverse Distance Weighted (IDW) methods (power parameters 2.0 and 2.5) in all cases and therefore it is recommended for interpolating drought indices. However, ordinary kriging only provided a statistically significant improvement in accuracy for the Palmer Drought Severity Index (PDSI) with the COOP network. Therefore it can be concluded that IDW is a reasonable method for interpolating drought indices, but optimal ordinary kriging provides some improvement in accuracy.
The most significant factor affecting the spatial accuracy of drought indices is seasonality (precipitation climatology) and this holds true for almost all the regions of U.S. for 1-month SPI and SPEI. The high-quality USHCN network gives better interpolation accuracy with 6-, 9- and 12-month SPI and variation in errors amongst the different SPI time scales is minimal. The difference between networks is also significant for PDSI. Although the absolute magnitude of the differences between interpolation with COOP and USHCN are small, the accuracy of interpolation with COOP is much more spatially variable than with USHCN.
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O movimento estudantil em Campina Grande - PB: entre sonhos, frustrações e lutas (Década de 60). / The student movement in Campina Grande - PB: between dreams, frustrations and struggles (Decade of 60).SILVA, Rosicleide Henrique da. 11 October 2018 (has links)
Submitted by Johnny Rodrigues (johnnyrodrigues@ufcg.edu.br) on 2018-10-11T16:29:41Z
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ROSICLEIDE HENRIQUE DA SILVA - DISSERTAÇÃO PPGH 2014..pdf: 12249262 bytes, checksum: b98d2fe9dbb5a89e50376c0415b5d55e (MD5) / Made available in DSpace on 2018-10-11T16:29:41Z (GMT). No. of bitstreams: 1
ROSICLEIDE HENRIQUE DA SILVA - DISSERTAÇÃO PPGH 2014..pdf: 12249262 bytes, checksum: b98d2fe9dbb5a89e50376c0415b5d55e (MD5)
Previous issue date: 2014-08-29 / O presente trabalho de pesquisa tem como objetivo compreender sobre a atuação do
Movimento Estudantil de Campina Grande-PB na década de sessenta. O tema está inserido na Linha de Pesquisa I Cultura e Cidades do Programa de Pós-Graduação em História da Universidade Federal de Campina Grande. O nosso estudo está dividido em três capítulos: no capítulo I mostramos como as lutas estudantis que estavam em curso no período pré-64 tiveram continuidade, em certa medida, com o golpe militar na Paraíba em 1964. No capítulo II relacionamos a atuação do movimento estudantil com as questões políticas e culturais no contexto de ditadura militar na cidade de Campina Grande. Já no capítulo III evidenciamos como a repressão, o controle e a resistência foram fatores presentes nas lutas dos estudantes campinenses após o ano de 1968 na Paraíba. Pautamo-nos na História Social Inglesa, utilizando como fundamentação teórica, principalmente, os conceitos de Classe Social e Experiência, baseados nas leituras acerca do historiador Eduard Palmer Thompson. As fontes utilizadas nesse trabalho foram pesquisas realizadas no Jornal Diário da Borborema e Jornal A União, História Oral, Documentos Oficiais e referências bibliográficas da historiografia brasileira, a nível nacional e local. / The present research aims to understand the role of the Student Movement of Campina
Grande-PB in the sixties. The subject is inserted in the Research Line I and Culture Cities
Program Graduate in History at the Federal University of Campina Grande. Our study is
divided into three chapters: the chapter I show how the student protests that were going on in the pre-64 were continued, to some extent, with the military coup in 1964. The Paraíba in chapter II we relate the performance of motion student with the political and cultural issues in the context of military dictatorship in the city of Campina Grande. Already in Chapter III as evidenced repression, control and resistance factors were present in the struggles of campinenses students after the year 1968 in Paraíba. Pautamo us in English Social History, using as theoretical foundation, especially the concepts of Social Class and Experience, based on the readings of the historian Eduard Palmer Thompson. The sources used in this work were carried out surveys in the Daily Journal and The Borborema Union Journal, Oral History, Official Documents and references to the Brazilian national and local historiography.
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A practical-theological investigation of the nineteenth and twentieth century "faith theologies"King, Paul Leslie 11 1900 (has links)
This thesis is a study of nineteenth and twentieth century faith theology and praxis, seeking to
determine a balanced, healthy faith that is both sound in theology and effective in practice, Part
1 presents a history and sources of Faith Teaching and Practices. It first looks
historically at the roots of later faith teaching and practice by presenting a sampling of
teachings on faith from early church fathers, reformers, mystics, and Pietists. These form the
foundation for the movements of faith in the nineteenth and early twentieth centuries-the classic
faith teaching, followed by the modern faith movement and leaders.
Part 2 deals with the foundational issues of faith teaching and practice: the relationship of faith
to the supernatural, the concept of the inheritance of the believer and the practice of claiming
the promises of God, the nature of faith, and the authority of the believer and its inferences for
faith praxis.
Part 3 investigates seven major theological issues of faith teaching and practice: faith as a law
and force, the object and source of faith, the relationship of faith and the will of God,
distinguishing between a logos and a rhema word of God, the concepts of revelation and
sense knowledge, the doctrine of healing in the atonement, the question of evidence of the baptism
in the Holy Spirit.
Part 4 examines major practical issues of faith teaching and practice about which controversy
swirls: positive mental attitude and positive confession; issues of discernment in acting upon
impressions, voices, revelations, and "words from the Lord;" questions of faith regarding sickness
and healing, death, doctors and medicine; the relationships between sickness, suffering, healing,
and sanctification; and prosperity.
Part 5 reflects upon these issues and comes to final conclusions regarding: the role of
hermeneutics in determining faith theology and praxis, how to handle unanswered prayers and
apparent failures of faith, the seeming paradox and tension between claiming one's inheritance and dying to self, a summary of practical conclusions for exercise of healthy faith, and final conclusions and recommendations on developing a sound theology and practice of faith for the twenty-first century. / Philosophy, Practical & Systematic Theology / D.Th. (Practical Theology)
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Toward a Rhetoric of Scholar-FandomCochran, Tanya R. 01 December 2009 (has links)
Individuals who consider themselves both scholars and fans represent not only a subculture of fandom but also a subculture of academia. These liminal figures seem suspicious to many of their colleagues, yet they are particularly positioned not only to be conduits to engaged learning for students but also to transform the academy by chipping away at the stereotypes that support the symbolic walls of the Ivory Tower. Because they are growing in number and gaining influence in academia, the scholar-fans of the television series Buffy the Vampire Slayer (Buffy) and other texts by creator Joss Whedon are one focus of this dissertation. Though Buffy academics or Whedon scholars are not the only ones of their kind (e.g., academic- fan communities have cropped up around The Simpsons, The Matrix Trilogy, and the Harry Potter franchise), they have produced more literature and are more organized than any other academic-fan community. I approach all of my subjects—fandom, academia, fan-scholars, and scholar-fans—from a multidisciplinary perspective, employing various methodologies, including autoethnography and narrative inquiry. Taking several viewpoints and using mixed methods best allows me to begin identifying and articulating a rhetoric of scholar-fandom. Ultimately, I claim that Whedon academic-fans employ a discourse marked by intimacy, community, reciprocity, and transformation. In other words, the rhetoric of Whedon scholar-fandom promotes an epistemology—a way of knowing—that in Parker J. Palmer’s paradigm is personal, communal, reciprocal, and transformational.
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Toward a Rhetoric of Scholar-FandomCochran, Tanya R. 01 December 2009 (has links)
Individuals who consider themselves both scholars and fans represent not only a subculture of fandom but also a subculture of academia. These liminal figures seem suspicious to many of their colleagues, yet they are particularly positioned not only to be conduits to engaged learning for students but also to transform the academy by chipping away at the stereotypes that support the symbolic walls of the Ivory Tower. Because they are growing in number and gaining influence in academia, the scholar-fans of the television series Buffy the Vampire Slayer (Buffy) and other texts by creator Joss Whedon are one focus of this dissertation. Though Buffy academics or Whedon scholars are not the only ones of their kind (e.g., academic- fan communities have cropped up around The Simpsons, The Matrix Trilogy, and the Harry Potter franchise), they have produced more literature and are more organized than any other academic-fan community. I approach all of my subjects—fandom, academia, fan-scholars, and scholar-fans—from a multidisciplinary perspective, employing various methodologies, including autoethnography and narrative inquiry. Taking several viewpoints and using mixed methods best allows me to begin identifying and articulating a rhetoric of scholar-fandom. Ultimately, I claim that Whedon academic-fans employ a discourse marked by intimacy, community, reciprocity, and transformation. In other words, the rhetoric of Whedon scholar-fandom promotes an epistemology—a way of knowing—that in Parker J. Palmer’s paradigm is personal, communal, reciprocal, and transformational.
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A practical-theological investigation of the nineteenth and twentieth century "faith theologies"King, Paul Leslie 11 1900 (has links)
This thesis is a study of nineteenth and twentieth century faith theology and praxis, seeking to
determine a balanced, healthy faith that is both sound in theology and effective in practice, Part
1 presents a history and sources of Faith Teaching and Practices. It first looks
historically at the roots of later faith teaching and practice by presenting a sampling of
teachings on faith from early church fathers, reformers, mystics, and Pietists. These form the
foundation for the movements of faith in the nineteenth and early twentieth centuries-the classic
faith teaching, followed by the modern faith movement and leaders.
Part 2 deals with the foundational issues of faith teaching and practice: the relationship of faith
to the supernatural, the concept of the inheritance of the believer and the practice of claiming
the promises of God, the nature of faith, and the authority of the believer and its inferences for
faith praxis.
Part 3 investigates seven major theological issues of faith teaching and practice: faith as a law
and force, the object and source of faith, the relationship of faith and the will of God,
distinguishing between a logos and a rhema word of God, the concepts of revelation and
sense knowledge, the doctrine of healing in the atonement, the question of evidence of the baptism
in the Holy Spirit.
Part 4 examines major practical issues of faith teaching and practice about which controversy
swirls: positive mental attitude and positive confession; issues of discernment in acting upon
impressions, voices, revelations, and "words from the Lord;" questions of faith regarding sickness
and healing, death, doctors and medicine; the relationships between sickness, suffering, healing,
and sanctification; and prosperity.
Part 5 reflects upon these issues and comes to final conclusions regarding: the role of
hermeneutics in determining faith theology and praxis, how to handle unanswered prayers and
apparent failures of faith, the seeming paradox and tension between claiming one's inheritance and dying to self, a summary of practical conclusions for exercise of healthy faith, and final conclusions and recommendations on developing a sound theology and practice of faith for the twenty-first century. / Philosophy, Practical and Systematic Theology / D.Th. (Practical Theology)
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Water use and sustainable development in South AfricaUkwandu, Damian Chukwudi 11 1900 (has links)
This study is non-empirical and is based on the conceptualisations and theoretical foundations that gave rise to the global issue of sustainable development. It also traces the evolution and meaning of sustainable development in the South African socio-cultural context, and shows how the legacies of colonialism and apartheid contributed towards the national policy of sustainable development. This study explains the reasons for the presence (or lack) of sustainable development paradigms in apartheid and post-apartheid South Africa, as well as their implications for the future development of the country as a whole. There is also an analysis of the effects of the liberalisation of the water sector on the citizenry, and how this can disempower millions of poor South Africans. Finally, this study offers solutions for the lack of sustainable use of water in South Africa. Amongst the findings and conclusions are the deleterious effects of employment equity, cut-backs in municipal funding that resulted in the outsourcing of critical services such as water provision, and the deployment of party cadres to local councils. / Human Resources / M.A. (Development Studies)
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Water use and sustainable development in South AfricaUkwandu, Damian Chukwudi 11 1900 (has links)
This study is non-empirical and is based on the conceptualisations and theoretical foundations that gave rise to the global issue of sustainable development. It also traces the evolution and meaning of sustainable development in the South African socio-cultural context, and shows how the legacies of colonialism and apartheid contributed towards the national policy of sustainable development. This study explains the reasons for the presence (or lack) of sustainable development paradigms in apartheid and post-apartheid South Africa, as well as their implications for the future development of the country as a whole. There is also an analysis of the effects of the liberalisation of the water sector on the citizenry, and how this can disempower millions of poor South Africans. Finally, this study offers solutions for the lack of sustainable use of water in South Africa. Amongst the findings and conclusions are the deleterious effects of employment equity, cut-backs in municipal funding that resulted in the outsourcing of critical services such as water provision, and the deployment of party cadres to local councils. / Human Resources / M.A. (Development Studies)
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Whole Teachers: A Holistic Education Perspective on Krishnamurti‘s Educational PhilosophyRathnam, Anbananthan 09 August 2013 (has links)
The purpose of this qualitative research study, which utilizes a phenomenological inquiry method, is to inquire into the awareness of what it means to be a whole teacher from the perspective of the philosophy of Jiddu Krishnamurti, a philosopher/spiritual teacher.
Four participants (teachers) were interviewed from the Oak Grove School, an alternative, holistic school founded by Krishnamurti in 1974. This inquiry probed into teachers’ thinking, teachers’ lives, teachers’ inner lives, teachers’ contemplative practices, teachers’ calling/vocation and teachers’ pedagogy. The findings of this inquiry reveal the awareness that exists among the participants with regards to their understanding of Krishnamurti’s educational philosophy and the way in which this philosophy has shaped their lives and the lives of their students (both implicit- ly and explicitly) The findings from this research further show that Krishnamurti’s philosophy has certainly had an impact on the participants’ wholeness. Krishnamurti was never interested in imposing his philosophy on the teachers to think in a narrow groove. Rather, he challenged them to arrive at wholeness or a holistic approach towards living by their own volition, by putting aside all philosophy, including his own.
This research points towards the possible ways in which wholeness can be developed using: Innate wisdom (teachers’ inner life, teachers’ calling); wisdom gained through experiencing life (teachers’ life, teachers’ thinking); wisdom gained through their teaching experience (teachers’ pedagogy) and wisdom gained through practices that bring harmony to the mind, body and spirit (teachers’ contemplative approaches).
An experiential model titled, The Flower Model: An Experiential Metaphor – which integrates the three stages of awareness – was developed using Krishnamurti’s approach towards wholeness. This model can be used to guide teachers with their respective psychological conditionings that reside or exist in their thinking, lives, inner lives, contemplative practices, vocation and pedagogy/curriculum design.
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