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Thesis (M.A.)--Indiana University, 2010. / Title from screen (viewed on July 19, 2010). Department of English, Indiana University-Purdue University Indianapolis (IUPUI). Advisor(s): Robert Rebein, Jonathan Eller, William Touponce. Includes vitae. Includes bibliographical references (leaves 84-86).

This thesis embarks on a profound exploration of Toni Morrison's, The Bluest Eye and Home, to grapple with the question of the significance of being black in an antagonistic society. I investigate how trauma manifests differently within these two novels, examining its impacts on individual psychological development and its far-reaching repercussions on both the self and society. To refine this inquiry, this thesis employs two critical frameworks: W.E.B. Du Bois's concept of double-consciousness and the notion of the alien gaze. This thesis unfolds across two meticulously crafted chapters. The first chapter unearths the role of society in shaping the traumas experienced by characters such as Pecola Breedlove, Pauline, and Cholly Breedlove in The Bluest Eye. This chapter masterfully dissects how societal factors—ranging from cultural norms to racial biases and systemic inequalities—have intricately woven the traumatic experiences of these characters. In the second chapter, the focus shifts to Home and the character of Frank Money, whose life is marred by racial violence, leaving indelible marks on his psyche. I explore the link between violence and masculinity, contextualizing his experiences in the Korean War and their haunting aftermath. The portrayal of Frank's return to Georgia becomes a microcosm of his internal conflict, depicting the tension between his yearning for home and the alienation inflicted by a racist society. I also examine the trauma faced by Ycidra and the interplay of suffering and resilience. Importantly, this thesis dissects themes of accountability, guilt, and redemption as pathways to healing. / Ce mémoire explore de manière approfondie The Bluest Eye et Home de Toni Morrison en abordant l'importance d'être noir dans une société antagoniste. Je démontre comment le traumatisme se manifeste différemment dans ces deux romans en examinant les impacts sur le développement psychologique individuel et les répercussions sur soi et sur la société. Pour affiner cette enquête, deux cadres critiques sont utilisés: le concept de double-conscience de W.E.B. Du Bois et le regard étranger. Le mémoire est divisé en deux chapitres méticuleusement rédigés. Le premier chapitre dévoile le rôle de la société dans la formation des traumatismes vécus par des personnages tels que Pecola Breedlove, Pauline et Cholly Breedlove dans The Bluest Eye. J’analyse comment les facteurs sociétaux – allant des normes culturelles aux préjugés raciaux et aux inégalités systémiques – ont tissé les expériences traumatisantes des personnages. Dans le deuxième chapitre, l'accent est mis sur Home et le personnage de Frank Money, dont la vie est marquée par la violence raciale, laissant des marques indélébiles sur son psychisme. J’explore le lien entre la violence et la masculinité, en contextualisant ses expériences pendant la guerre de Corée et les conséquences de celle-ci. Le retour de Frank en Géorgie devient un microcosme de son conflit interne, décrivant la tension entre son désir de rentrer chez lui et l'aliénation infligée par une société raciste. J’examine également le traumatisme subi par Ycidra et l’interaction entre la souffrance et la résilience. Ce mémoire analyse les thèmes de la responsabilité, de la culpabilité et de la rédemption en tant que voies vers la guérison.

Open-world videogames inherently allow players a significant amount of freedomwhen traversing the in-game world. Due to this fact, level designers for such games are taskedwith the challenge of maintaining engagement and motivating exploration without drasticallyinfringing on their player agency. With this study, the authors analyzed three popular open-world games via a comparative formal analysis to determine the presence and validity of thePOI Diversity Rule, a conceptual rule for effective open-world level design proposed bySkobelev (2023), which recommends having at least three points of interests on the player’sline of horizon, offering different gameplay experiences. The authors performed this study byplotting out a route known as a “critical path”, taking panoramic screenshots within 30 secondintervals and analyzing them. The results showed that the rule is largely prevalent in all threegames. However, the conditions of fulfillment differ in terms of what categories are mostcommon, and whether static or dynamic POI are most prevalent. / Open world-datorspel ger spelare en hög grad av frihet att resa runt i spelvärlden. Pågrund av detta står leveldesigners för sådana spel inför utmaningen att upprätthållaengagemang och motivera utforskning inom spelvärlden utan att allvarligt begränsa spelarnashandlingsfrihet. I denna studie analyserades tre populära open world-spel via en jämförandeformell analys för att avgöra närvaron och giltigheten av POI Diversity Rule, en konceptuellregel för effektiv open world-leveldesign föreslagen av Skobelev (2023). Regelnrekommenderar att det bör finnas minst tre intressepunkter inom spelarens synligahorisontlinje, som erbjuder olika spelupplevelser. Författarna genomförde denna studiegenom att plotta in en rutt kallad "critical path", ta panoramabilder med 30 sekundersintervaller och analysera dem. Resultaten visade att regeln är till stor del närvarande i alla trespel. Men de specifika villkoren gällande dess uppfyllelse skiljer sig åt när det kommer tillvilka kategorier som är vanligast, och huruvida statiska eller dynamiska intressepunkter ärmest framträdande. / <p></p><p></p>

Master of Agribusiness / Department of Agricultural Economics / David G. Barton / The goal of this thesis was to help Farmers Cooperative Equity Company (FCE) remain a firm, stable cooperative while increasing wealth of their patron owners. This thesis evaluated alternative equity redemption strategies to help FCE decide what decisions need to be made for proper use of equity for financing assets and increasing patronage returns. To develop an understanding of FCE and their current financial structures, we looked at the history of FCE and cooperatives in general. Then we gave a brief background of financial performance measures that were used to evaluate the profitability, solvency, liquidity, and efficiency of FCE. A cooperative performance profile was then run on FCE, by using a financial analysis program called PERFORM, to compare it to other agriculture cooperatives. The results for FCE were very strong in that they were performing at or above the 50th percentile range for many of the measures examined. FCE appears to be a very profitable, liquid, solvent, and efficient cooperative. We then used the results provided by the financial analysis program called PERFORM to make financial projections for the future to evaluate alternative equity redemption strategies for FCE. A computer program called FINPLAN was used to make the financial projections and evaluate the alternative equity redemption strategies. Five different strategies were evaluated and compared to the status quo, “strategy S0,” business as usual. The results showed that if the projections made for the future are correct, FCE would be able to return larger redemptions to patron owners by implementing an alternative equity redemption strategy that adheres to strict balance sheet management. Balance sheet management requires a cooperative to meet predetermined solvency and liquidity goals and then distributes the residual equity over and above that needed to finance assets, in combination with debt, as the equity redemption budget for that year. FCE could return larger redemptions while financing their operations through the use of patron equity and then return excess equity to patrons based upon cooperative usage. FCE’s general manager and board of directors have been provided with this thesis and the full project report. This thesis and project provide FCE with valuable information for them to make critical decisions on cooperative finance, including income distribution and equity management decisions.

This dissertation focuses on the 'theo-political' core of US Christian Zionism and Jewish Religious Zionism. The political militancy characterizing two Millenarian/Messianic movements such as Christian Zionism and Jewish Religious Zionism constitutes a still under-researched and under-theorized aspect that, at present, is paramount to address for its immediate and long terms implications in the highly sensitive and volatile Israeli-Palestinian issue, in the US and Israeli domestic domain, and in the wider international community. Although processes of the 'sacralisation of politics' and 'politicisation of religions' have already manifested themselves in countless forms over past centuries, Christian Zionism and Jewish Religious Zionism are unprecedented phenomena given their unique hybridized nature, political prominence and outreach, mobilizing appeal amongst believers, organizational-communicational skills and degree of institutionalization.

This thesis, called The Relationship between Redemption and Emancipation in the Political Theology of J. B. Metz, concerns the political theology of J. B. Metz. The first part summarizes the influences, which shaped his theological thinking and it presents his concept of political theology. The next part asks a question about the relationship between the ideas of redemption and emancipation in Metz's theology. This is based on the interpretation of a chapter from his book, Glaube in Geschichte und Gesellschaft, which concerns the topic. But before the interpretation of Metz's text, the problems of relationship between the two terms and of their origin are described. The extent of the field of meaning of the term "emancipation" is illustrated by the examples of the thinking of Immanuel Kant, Karl Marx and Jürgen Habermas. A large part is dedicated to the figures of the Frankfurt school, Theodor Adorno and Walter Benjamin, and their specific approach to the idea of emancipation and the Enlightenment tradition. The final thesis rejects the opinion, that the ideas of emancipation and redemption in Metz's theology coincide too much and it puts stress on the importance of the term "history of suffering" for solving this problem of Metz's theology. Keywords political theology, J. B. Metz, emancipation,...

This thesis will explore a theology of place and placemaking that is focused on the participatory role of humans in both creation and redemption, while suggesting the central and paradigmatic role of artistry in our construction of and identification with place. Building on the most recent theological and philosophical engagement with place, this thesis will argue for a theology of place that takes seriously the doctrines of creation and incarnation, focusing on a particularly redemptive understanding of placemaking in the material world. In its study of scripture and theology, it will focus on God's blessing of people to participate in the making of places, along with the role this human making has in relationship to divine presence and the divine plan for creation and redemption. After developing a theology of place and placemaking more generally, the second half of this thesis will consider the practical, constructive, and transformative capabilities of placemaking as witnessed through the arts. Relying on theological engagement with the arts, it will argue that artistic making of all kinds and attention to place go hand in hand. Exploring a selection of artistic genres, including the photography of Marlene Creates, the quilts of Gee's Bend, and the literature of Wendell Berry, this thesis will suggest that imaginative and “artistic” placemaking practices can give us a deeper understanding of the creative, redemptive, and transformative work of Christ in Creation, while also elucidating our calling to participate in it.

Fingers should demonstrate my filmmaking ability and encourage future employers to hire me to direct a project. This paper will explore in details what methods were used during the production with focus on working within the means of the budget. In the following chapters, I will discuss Fingers, including the writing, preproduction, directing, cinematography, editing, and the final product.

Submitted by Maicon Juliano Schmidt (maicons) on 2015-07-17T14:11:11Z No. of bitstreams: 1 Cristiane Fensterseifer Brodbeck_.pdf: 1572662 bytes, checksum: 0632ad98daf5ddf904d493f53ccc1e83 (MD5) / Made available in DSpace on 2015-07-17T14:11:11Z (GMT). No. of bitstreams: 1 Cristiane Fensterseifer Brodbeck_.pdf: 1572662 bytes, checksum: 0632ad98daf5ddf904d493f53ccc1e83 (MD5) Previous issue date: 2015-03-30 / Nenhuma / A presente tese investiga a constituição da docência em ciências nas práticas de iniciação à docência do Subprojeto Biologia, do Pibid UNISINOS, do Programa Institucional de Bolsa de Iniciação à Docência – Pibid/CAPES. As questões que orientam esta pesquisa são: como se constitui a docência em ciências nas práticas de iniciação à docência do Subprojeto Biologia? Que verdades sobre a docência produzem e sustentam as práticas de iniciação à docência em ciências? O trabalho esta fundamentado pelas lentes teórico-metodológicas dos estudos foucaultianos e dos estudos de docência, que proporcionam ferramentas para a problematização da docência na governamentalidade neoliberal na contemporaneidade. O corpo empírico deste trabalho compõe-se principalmente dos produtos desenvolvidos pelas escolas, a partir das práticas realizadas, os quais fazem parte dos relatórios anuais do Subprojeto, dos anos de 2010 a 2013. Realizou-se uma análise discursiva do material empírico, utilizando, especialmente, os conceitos de docência, governamentalidade e neoliberalismo. O exercício analítico possibilitou a identificação de verdades que mobilizam as práticas vivenciadas e desenvolvidas pelos alunos bolsistas na constituição da docência em ciências. Entre elas, estão a preocupação com a busca da realidade da escola; a não problematização dessa realidade e a potência das críticas naturalizadas, principalmente sobre os professores e suas aulas ditas tradicionais, e a crença em práticas de redenção, na tentativa de salvar a escola de seu decretado fracasso e de sua baixa qualidade. Essas verdades e práticas são produzidas pelas avaliações em larga escala, pela mídia e, muitas vezes, pela própria universidade. Em uma governamentalidade neoliberal, em que o imperativo é a inovação, não há a problematização por parte dos licenciandos do desenvolvimento de práticas consideradas, por eles, inovadoras. Apresento, como principais tecnologias em ação, a governamentalidade neoliberal, como tecnologia de governo, e a inovação da docência, como tecnologia pedagógica. A tese que defendo é a de que a iniciação à docência desenvolvida no Subprojeto pode ser lida como a expressão de uma Pedagogia da Redenção. Tal pedagogia apresenta marcas das pedagogias críticas e das pedagogias psicológicas, produzindo futuros professores que são subjetivados como superbolsistas e que se lançam numa batalha de redenção da escola. Os conhecimentos específicos de ciências e biologia ficam esmaecidos, e são potencializadas ações fora da sala de aula, marcadas pela atividade, pela ludicidade e pela inovação. As análises mostram como é produzida e sustentada a Pedagogia da Redenção neste Programa. / This thesis investigates the deployment of teaching science in the initiation process of teaching in the Biological Sciences Subproject, Pibid- UNISINOS, attached to the Institucional Program “Teaching Iniciation” of Pibid/CAPES. The questions that guide this research are: how to shape teaching science in the beginning of the teaching process? What truth´s about teaching sustain the initiation practices to teaching science? The work is based on the theoretical and methodological perspective of Foucault's studies and education studies, which provide us tools for the questioning of education in neoliberal governmentality in the present-day. The empirical data of this study consists mainly of the products developed by the schools, on the undertaken practices, wich are part of the annual´s Subproject reports from 2010 to 2013. It was made an discursive analysis of empirical data using mainly teaching concepts, governmentality and neoliberalism. This analysis enabled us to identify truths that mobilize practices developed by scholarship students in the deployment of teaching science. Among them are: the concern for the school reality; the discussion of this reality and the power of those naturalize criticism mainly about teachers and their so-called traditional way of teaching, and the belief in redemption practices and the attempt to save the school of their failure and poor quality. These truths and practices are produced by large-scale assessments, by the media and often by the university itself. In a neoliberal regime, in which the imperative is innovation, there is no discussion by the trainees of the development of practices considered by them, innovative. I present, as action technological key´s, the neoliberal governmentality, as government technology, and innovation of teaching, as educational technology. The thesis I defend is that the initiation to teaching developed in the Subproject can be read as the expression of a Pedagogy of Redemption. This pedagogy presents features of a critical pedagogies and a psychological pedagogies, producing future teachers who are subjectivized as "super scholarship students" and are put in a school for the battle of redemption. Specific knowledge of science and biology are reduced, and are enhanced powerful actions outside of the classroom, marked by activities, the playfulness and innovation. The analysis shows how is produced and sustained the “Pedagogy of Redemption” in this Program.