93 research outputs found
Religious intellectuals : the poetic gravity of Emily Brontë and Christina Rossetti
No full textThis thesis examines the writing of Emily Brontë and Christina Rossetti in terms of its
expression of religious culture and belief. It is my argument that Brontë and Rossetti
experienced religion as intellectuals, questioning and exploring doctrine and dogma neither
as sentimental lady Christians nor dismissive, secular critics. I contend that by close
reading their poetry, the genre both women privileged as most appropriate for the
consideration of religious matters, the reader may trace the sermons and theological works
they read. Moreover, their writing, I suggest, evinces their intellectual response to
theological, ecclesiological and ecclesiastical developments that took place in the
nineteenth century. I thus label Brontë and Rossetti 'religious intellectuals,' a phrase
suggestive of their intense understanding of, rather than their mild acquaintance with,
religious debate. Many women writing within the nineteenth century found that religion
granted them a field within which to freely read and research, but were denied the
professional title of 'theologian.' Brontë and Rossetti are thus examples of a wider
phenomenon wherein women encountered religion like scholars, one disregarded by current
criticism unable as it is to categorize a female activity simultaneously religious and
intellectual. I use Brontë and Rossetti as examples of what I call the 'religious intellectual'
because they represent different sides of this classification. Where Brontë struggled away
from her Methodist background, serving as a cultural commentator on its enthusiastic
belief-system, Rossetti forged a scholarly identity as a late member of the High Church
Oxford Movement. Both poets, I contend, wrote about religion in order to signal their
intellectual ability. I conclude that Brontë's interest in Methodism and Rossetti's
fascination with Tractarianism reveals the poets to be both independent of family pressures
and false consciousness, and fully engaged with a subject central to their age
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Author Correction: Study of 300,486 individuals identifies 148 independent genetic loci influencing general cognitive function
No full textChristina M. Lill, who contributed to analysis of data, was inadvertently omitted from the author list in the originally published version of this article. This has now been corrected in both the PDF and HTML versions of the article
Author correction: Study of 300,486 individuals identifies 148 independent genetic loci influencing general cognitive function
No full textChristina M. Lill, who contributed to analysis of data, was inadvertently omitted from the author list in the originally published version of this article. This has now been corrected in both the PDF and HTML versions of the article
An aesthetic challenge to education: Against a damaged subjectivity
No full textThis paper aims to reflect on the potential identified by Theodor W. Adorno in his Aesthetic Theory with respect to the subjectification process towards human emancipation. We begin from the complaint art/commodity within the Culture Industry starting with Adorno’s discussions on music on radio – Current of Music – and its relation to half-education processes – Theory of half education - and regression of hearing - On the fetish-character of music and the regression of listening – in Late Capitalism – Late Capitalism or Industrial Society? –. Then, we enter the Aesthetic Theory, Adorno latest book, in order to seek to understand how a truly aesthetic theory proposed by the author, in seeking to unite Eros and Logos, can take place as a force in the fight for an emancipated society and point to possibilities for an educational social process that goes beyond the schematism already settled in subjectivities propitiated by current social life. At the end, we present an experimental interdisciplinary evaluation process – uniting human science methodology, Brazilian literature (through the romance O Alienista, by Machado de Assis) and social critique - proposed during the 2013 Seminars of “Social Psychology” at Universidade Federal do Ceará, Brazil. We also present some of the results of such an experimental evaluation process materialized in aesthetic creations realized by undergraduate students, such as a chapbook and an artistic installation inside the University. University is a place where experimentation, imagination and critique cannot be dissociated from educational process; otherwise, knowledge will only perpetuate its authoritarian potential, against its emancipatory potential
The 'true use of reading' : Sarah Fielding and mid eighteenth-century literary strategies.
No full textPhDThe aim of this thesis is to explore, by examining her life and
works, how Sarah Fielding (1710-68) established her identity as an author.
The definition of her role involves her notions of the functions of
writing and reading.
Sarah Fielding attempts to invite readers to form a sense of ties
by tacit understanding of her messages. As she believes that a work
of literature is produced through collaboration between the writer and
the reader, it is an important task in her view to show her attentiveness
toward reading practice. In her consideration of reading, she has two
distinct, even opposite views of her audience: on the one hand a familiar
and limited circle of readers with shared moral and cultural values and
on the other potential readers among the unknown mass of people. The
dual targets direct her to devise various strategies. She tries to
appeal to those who can endorse and appreciate her moral values as well
as her learning. Her writings and letters testify that she is sensitive
to the demands of the literary market, trying to lead the taste of readers
by inventing new forms.
The thesis opens with an overview of Sarah Fielding's career,
followed by a consideration of her critical attention to the roles of
reading. I go on to examine the narrative structures and strategies
she deploys, with a particular emphasis on her use of the epistolary
method. The following chapter deals with her attention to the reading
of the moral message tangibly embodied in her educational writing. It
is followed by an analysis of the activity which earned her a reputation
as a learned woman. Various as the forms of her works are, they invariably
reflect her attempt to balance herself between the two demands of
inventiveness and familiarity
Challenging Male Hegemony: A Case History of Women's Experiences in British and US Higher Education, 1970-2002
No full textThis thesis is located within the discipline of history, and centres around the
experiences of women in US and British universities. Higher education in both the US and
the UK, as throughout the world, has historically been male-led and male-controlled. This
male hegemony of higher education continues to the present, as evidenced by the low
percentage of women in the upper echelons of academia (for example, professors).
Women in the US and the UK have been challenging this male hegemony since their
admittance to higher education institutions in the nineteenth century. They faced fierce
opposition in their efforts to open higher education to women. This opposition was later
echoed in the resistance to twentieth-century feminists' efforts to found women's studies
programmes.
The male hegemony of higher education is evident in the case histories of the
experiences of women at Appalachian State University (ASU) and the University of
Gloucestershire (UG) in the latter part of the twentieth century. ASU and UG, although
located in different countries, have similarities which make a comparison interesting. The
male hegemony of the institutions, and women's challenges to it, is especially illustrated
when analysing three areas: residence hall life (living), staff issues (working), and the
women's studies programmes (teaching and learning).
Women students at both institutions experienced, and successfully challenged,
strict residence rules through the 1960s. National influences, such as the change in the age
of majority, and pressure from the students themselves brought a loosening of these rules
in the 1970s and 1980s. The conservative nature of the institutions also influenced the
experience of women academic staff. Institutional management was not proactive
regarding women's issues, and there is strong evidence of a `glass ceiling' at both
institutions. The male hegemony of the institutions was also illustrated in the struggle to
found and maintain women's studies programmes
Dashboard zur bauteilindividuellen CO2-Bilanzierung auf Basis von Wertstromdaten
No full textDas Ziel des Projektes „DiNaPro“ ist die Entwicklung einer integralen Digitalen Zwilling-Technologie zur Optimierung der ökologischen Nachhaltigkeit entlang des Produktlebenszyklus. Auf Basis der so realisierten Datenbasis werden verschiedene datengetriebene Assistenzsysteme realisiert, welche die Anwender*innen in der Produktion und Konstruktion unterstützen.
In diese übergeordnete Zielsetzung ist auch diese Softwareapplikation einzuordnen. In Form verschiedener Visualisierungen wird die Informationsbereitstellung für die Anwendungsfelder Wertstrommanagement sowie Energie- und CO2-Monitoring realisiert. Hierfür wurde eine durchgängige Software-Lösung entwickelt. Diese umfasst eine umfangreiche Datenanbindung durch verschiedener im Prozess integrierter Sensorik sowie weiterer Informationssysteme. Anknüpfend hieran wurde eine bedarfsgerechte Datenspeicherung implementiert, um eine verursachungsgerechte Zuordnung der erzeugten Emissionen zu ermöglichen. Weiterhin wurde eine Auswertelogik implementiert, welche die finalen Ergebnisse für die Visualisierung bereitstellt.
Dieses Ergebnis ist im Rahmen eines Studierendenprojekts (Bachelorpraktikum) in Zusammenarbeit mit dem Fachbereich Informatik entstanden. Das Verbundprojekt wird dabei durch das Bundesministerium für Bildung und Forschung (BMBF) gefördert (Förderkennzeichen: 02J20E500) und vom Projektträger Karlsruhe (PTKA) betreut.
Die ZiP-Dateien sind Exporte aus dem zugehörigen Git-Repository "CO2-fussabdruck". Dieses unterteilt sich in die vier Subgruppen "Backend", "Dashboard", "leader-line" und "Templates". Für jede Subgruppe ist eine Readme-Datei vorhanden, welche die Übertragung in ein eigenes Git-Repository ermöglicht.
Da die Webapplikation speziell für die Anwendung im Rahmen des Forschungsprojektes DiNaPro und den Anwendungsfall in den Lernfabriken programmiert worden ist, ist eine Übertragung auf weitere Anwendungsfälle nicht ohne weiteres möglich
Anwendung Forschungsfabriken - Software zur Berechnung und Visualisierung des CFP auf Basis von Live-Daten
No full textDas Projekt „DiNaPro“ verfolgt das Ziel, eine ganzheitliche Technologie für Digitale Zwillinge zu entwickeln, die der Optimierung der ökologischen Nachhaltigkeit über den gesamten Produktlebenszyklus dient. Auf Grundlage der dabei entstehenden Datenbasis werden verschiedene datengetriebene Assistenzsysteme umgesetzt, die Nutzer*innen in den Bereichen Produktion und Konstruktion unterstützen sollen. In diesen übergeordneten Kontext ist auch die entwickelte Softwareapplikation einzuordnen.
Durch unterschiedliche Visualisierungsformen wird eine gezielte Informationsbereitstellung für die Anwendungsfelder Live-CO2-Bilanzierung und Wertstrommanagement realisiert. Dafür wurde eine durchgängige Softwarelösung konzipiert, die eine umfassende Datenanbindung an diverse im Prozess integrierte Sensoren sowie an andere Informationssysteme beinhaltet. Darauf aufbauend wurde eine bedarfsgerechte Datenspeicherung implementiert, um eine verursachungsgerechte Zuordnung der Emissionen zu ermöglichen. Ergänzend wurde eine Auswertelogik entwickelt, die die aufbereiteten Ergebnisse für die Visualisierung zur Verfügung stellt.
Die vorliegende Lösung entstand im Rahmen eines Studierendenprojekts (Bachelorpraktikum) in Zusammenarbeit mit dem Fachbereich Informatik. Das übergeordnete Verbundprojekt wird vom Bundesministerium für Bildung und Forschung (BMBF) gefördert (Förderkennzeichen: 02J20E500) und vom Projektträger Karlsruhe (PTKA) betreut.
Die beigefügten ZIP-Dateien stellen Exporte aus dem zugehörigen Git-Repository „CO2-fussabdruck“ dar, welches sich in vier Subgruppen gliedert: „Backend“, „Dashboard“, „leader-line“ und „Templates“. Für jede dieser Subgruppen liegt eine Readme-Datei vor, die eine Übertragung in ein separates Git-Repository unterstützt.
Da die Webanwendung speziell für den Einsatz im Forschungsprojekt DiNaPro sowie für den Anwendungsfall in Lernfabriken entwickelt wurde, ist eine direkte Übertragung auf andere Anwendungsbereiche nur eingeschränkt möglich
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