Thesis (Ph. D.)--University of Chicago, Deparment of English Language and Literature, August 2000. / Includes bibliographical references. Also available on the Internet.

Undergraduate honors paper--Mount Holyoke College, 2007. Dept. of History. / Includes bibliographical references (leaves 109-113).

FAMU Department of Photography Final masters thesis reflecting life and work of photographer and famous artist Susan Hiller (*1940), american-british author, in context of her experiences and life period. This work includes main works, an interview with author's close friend and colleague Simon Read. As well with an analysis of Hiller's last project "Gedanken sind frei" (Thoughts are free) presented in dOCUMENTA(13) in Kassel, Germany. To this Master thesis is attached audiovisual documentation of Susan Hiller's conceptual project from Kassel which was made directly for purposes of this text.

In this thesis, we have evaluated the memory characteristics and parallel behaviour of the SUSAN (Smallest Univalue Segment Assimilating Nucleus) and Harris corner detection algorithms. Our purpose is understanding how the memory affects the predictability of these algorithms and furthermore how we can use multi-core machines to improve the execution time of such algorithms. By investigating the execution pattern of the SUSAN and Harris corner detection algorithms, we were able of breaking down the algorithms into parallelizable parts and non-parallelizable parts. We implemented a fork-join model on the parallelizable parts of these two algorithms and we were able to achieve a 7.9--8 times speedup on the two corner detection algorithms using an 8-core P4080 machine. For the sake of a wider study, we also executed these parallel adaptations on 4 different Intel platforms which generated similar results. The parallelized algorithms are also subjects for further improvement. We therefore investigated the memory characteristics of L1 data and instruction cache misses, cycles waiting for L2 cache miss loads, and TLB store misses. In these measurements, we found a strong correlation between L1 data cache replacement and the execution time. To encounter this memory issue, we implemented loop tiling techniques which were adjusted according to the L1 cache size of our test systems. Our tests of the tiling techniques exhibit a less fluctuating memory behaviour, which however comes at the cost of an increase in the execution time.

In 2005, composer Susan Botti won the coveted Prix de Rome in musical composition and spent eleven months in residency at the American Academy in Rome. That same year, the University of Michigan Wind Symphony, under the direction of Michael Haithcock, premiered her exciting new work Cosmosis at the College Band Directors National Association Conference in New York City. The bi-annual conference is a venue for the premiere of new works for wind ensembles and bands, and the 2005 conference saw the world premiere of nine works for winds and percussion, many of which were performed in the legendary Carnegie Hall. What made the debut performance of Cosmosis exciting and notable was the composer's own appearance as soprano soloist, and the inclusion of a chorus of women augmenting the ensemble of winds and percussion. Such a combination of elements is unique, and created a fresh and powerful sonority. Botti's inventive approach to composition has expanded the repertoire for both women's chorus and wind ensemble with this distinctive work. This study is intended to serve as a guide to the study and performance of Cosmosis. The information provides a detailed examination of the work from its conception to its premiere performance. The work is based on the poetry of American poetess May Swenson, and Botti's interpretation of the poetry in music unveils interesting parallels between these artistic disciplines. The research provides a contextual framework from which the conductor may begin study of the work, and which may lead to an informed performance of the work.

<p>The aim of this study is to analyse the archetypical patterns and symbols in Susan Cooper’s The Dark is Rising. An archetype is, in literary studies, a concept used to describe an image, symbol or narrative pattern which is very frequently occurring , for example the Hero archetype. Archetype theories today are mainly based on the work of psychiatrist C.G. Jung or literary theorist Northrop Frye.</p><p>The Dark is Rising is a series of five fantasy books for children, in which an old struggle between two cosmic forces, Light and Dark, is about to reach its final battle. This study shows how The Dark is Rising follows an archetypical narrative pattern in which the aim is to create a whole – the Self, in Jungian theory. The conception of the world in The Dark is Rising is an archetypical one. The world was once whole, but later divided in two opposing forces – Light and Dark. In the final book, when the Dark is defeated and the Light leaves Earth to the humans, the world is whole again. The life of main character Will Stanton also follows this pattern, making him an archetypical Hero. His development can be seen as the process of individuation, which in Jungian theory is the process of creating a whole, unified Self by integrating the conscious and the unconscious. Also the Mandala, which is a very important symbol in the books, is an archetypical symbol for unity and the Self.</p>

The aim of this study is to analyse the archetypical patterns and symbols in Susan Cooper’s The Dark is Rising. An archetype is, in literary studies, a concept used to describe an image, symbol or narrative pattern which is very frequently occurring , for example the Hero archetype. Archetype theories today are mainly based on the work of psychiatrist C.G. Jung or literary theorist Northrop Frye. The Dark is Rising is a series of five fantasy books for children, in which an old struggle between two cosmic forces, Light and Dark, is about to reach its final battle. This study shows how The Dark is Rising follows an archetypical narrative pattern in which the aim is to create a whole – the Self, in Jungian theory. The conception of the world in The Dark is Rising is an archetypical one. The world was once whole, but later divided in two opposing forces – Light and Dark. In the final book, when the Dark is defeated and the Light leaves Earth to the humans, the world is whole again. The life of main character Will Stanton also follows this pattern, making him an archetypical Hero. His development can be seen as the process of individuation, which in Jungian theory is the process of creating a whole, unified Self by integrating the conscious and the unconscious. Also the Mandala, which is a very important symbol in the books, is an archetypical symbol for unity and the Self.

Over the last twenty-five years, women's historians have striven with the problem of how to uncover women's lives in the past. The early concern with merely "retrieving" women's life stories has recently been augmented by a more theoretically- informed approach which takes into consideration issues of experience, voice, and representation, and which challenges the notion of absolute objectivity. This study was designed as a contribution to the latter type of historical research informed by the sociological debates on these issues, and was influenced by feminist materialist approaches that insist on accounting for both the content of experiences and the various discursive positions occupied by subjects. Specifically, it examines the bases of identity construction in the lives of two women teachers (Susan Abercrombie Holmes and Susan Suckley Flood) in nineteenth-century British Columbia, a context in which relatively little work on the history of women has been done. Identity is not perceived as given or static, but rather as constructed, changing, and sometimes contradictory. Even those markers of identity commonly called upon to describe a person- such as gender, race, class, religion, and nationality-are seen as problematic, and their ambiguities are discussed in relation to the life stories of the two women. Subsequently, the effects of these "markers" are further adumbrated through an examination of some of the less obvious ways in which the women's identities were constructed. These are all seen as interrelated, and include the influences of their families of origin on the women's earlier lives, especially regarding their education and marriage decisions, their functions as economic agents, their social relationships, and their self-images or self-representations. To the extent that these were fashioned by their gender identity, many similarities can be seen in their lives, but their experiences also diverged (widely or narrowly) as a result of their differences in other aspects, notably racial identity. These differences had a profound effect on the type and degree of material and ideological constraints placed upon them, and thus on the degree to which they were able to shape the construction of their own identities.

Thesis (MFA)--Rochester Institute of Technology, 1989. / Includes bibliographical references (leaf 19).

Over the last twenty-five years, women's historians have striven with the problem of how to uncover women's lives in the past. The early concern with merely "retrieving" women's life stories has recently been augmented by a more theoretically- informed approach which takes into consideration issues of experience, voice, and representation, and which challenges the notion of absolute objectivity. This study was designed as a contribution to the latter type of historical research informed by the sociological debates on these issues, and was influenced by feminist materialist approaches that insist on accounting for both the content of experiences and the various discursive positions occupied by subjects. Specifically, it examines the bases of identity construction in the lives of two women teachers (Susan Abercrombie Holmes and Susan Suckley Flood) in nineteenth-century British Columbia, a context in which relatively little work on the history of women has been done. Identity is not perceived as given or static, but rather as constructed, changing, and sometimes contradictory. Even those markers of identity commonly called upon to describe a person- such as gender, race, class, religion, and nationality-are seen as problematic, and their ambiguities are discussed in relation to the life stories of the two women. Subsequently, the effects of these "markers" are further adumbrated through an examination of some of the less obvious ways in which the women's identities were constructed. These are all seen as interrelated, and include the influences of their families of origin on the women's earlier lives, especially regarding their education and marriage decisions, their functions as economic agents, their social relationships, and their self-images or self-representations. To the extent that these were fashioned by their gender identity, many similarities can be seen in their lives, but their experiences also diverged (widely or narrowly) as a result of their differences in other aspects, notably racial identity. These differences had a profound effect on the type and degree of material and ideological constraints placed upon them, and thus on the degree to which they were able to shape the construction of their own identities. / Education, Faculty of / Graduate