15 research outputs found
Henri Temianka Correspondence; (madler)
No full textThis collection contains material pertaining to the life, career, and activities of Henri Temianka, violin virtuoso, conductor, music teacher, and author. Materials include correspondence, concert programs and flyers, music scores, photographs, and books.https://digitalcommons.chapman.edu/temianka_correspondence/1026/thumbnail.jp
Henri Temianka Correspondence; (madler)
No full textThis collection contains material pertaining to the life, career, and activities of Henri Temianka, violin virtuoso, conductor, music teacher, and author. Materials include correspondence, concert programs and flyers, music scores, photographs, and books.https://digitalcommons.chapman.edu/temianka_correspondence/1028/thumbnail.jp
Henri Temianka Correspondence; (madler)
No full textThis collection contains material pertaining to the life, career, and activities of Henri Temianka, violin virtuoso, conductor, music teacher, and author. Materials include correspondence, concert programs and flyers, music scores, photographs, and books.https://digitalcommons.chapman.edu/temianka_correspondence/1027/thumbnail.jp
Replication data for: Source apportionment of fine particulate matter in Houston, Texas: Insights to secondary organic aerosols
No full textThis dataset contains the data published in figures and tables of the journal article entitled: "Source apportionment of fine particulate matter in Houston, Texas: Insights to secondary organic aerosols". Published in the Journal of Atmospheric Chemistry and Physics, 2018. Author list: Ibrahim M. Al-Naiema, Anusha P. S. Hettiyadura, Henry W. Wallace, Nancy P. Sanchez, Carter J. Madler, Basak Karacurt Cevik, Alexander A. T. Bui, Josh Kettler, Robert J. Griffin, and Elizabeth A. Stone
Replication data for: Source apportionment of fine particulate matter in Houston, Texas: Insights to secondary organic aerosols
No full textThis dataset contains the data published in figures and tables of the journal article entitled: "Source apportionment of fine particulate matter in Houston, Texas: Insights to secondary organic aerosols". Published in the Journal of Atmospheric Chemistry and Physics, 2018. Author list: Ibrahim M. Al-Naiema, Anusha P. S. Hettiyadura, Henry W. Wallace, Nancy P. Sanchez, Carter J. Madler, Basak Karacurt Cevik, Alexander A. T. Bui, Josh Kettler, Robert J. Griffin, and Elizabeth A. Stone
Kontrolle zwischen Klavier und Kaufrausch
No full textIn der vorliegenden Diplomarbeit wird die Mutter-Tochter-Beziehung in Elfriede Jelineks Roman Die Klavierspielerin aus sozialpädagogischer Perspektive erschlossen und interpretiert. Die Autorin schildert in ihrem autobiographischen Roman einen Kampf zwischen Mutter und Tochter, in dem die Mutter über ihre Tochter den gesellschaftlichen Aufstieg erreichen will, der ihr bisher verwehrt blieb. Das Klavierspiel nimmt in dieser Beziehung den größten Raum ein und zwischenmenschliche Beziehungen werden von der Mutter unterbunden.
Nach einer theoretischen Positionierung über die Themenbereiche Generation und Mütterlichkeit folgt erst eine Darstellung der Rolle der Mutter. Die sozialpädagogisch relevanten Themenbereiche in dieser Interpretation sind projizierte Lernerwartungen, kleinbürgerliche Aufstiegshoffnungen, Gewalt und Unterwerfung, der Umgang mit Männern sowie Bestrafung und Überwachung. Die darauf folgende sozialpädagogische Erschließung der Rolle der Tochter folgt den Themenbereichen Konsumverhalten, Macht und Ohnmacht sowie der Umgang mit Sexualität, Masochismus und Sehnsüchten.
Der methodische Zugang folgt dem wissenschaftlichen Arbeiten mit literarischen Texten in der Erziehungswissenschaft, im Besonderen dem Adoleszenzroman. (z.B.: Dieter Baacke, Theodor Schulze, Hans-Christoph Koller, Markus Rieger-Ladich)This diploma thesis focuses on the mother and daughter relationship as portrayed in Elfriede Jelineks novel The Piano Teacher (german: Die Klavierspielerin), studying and interpreting this from a social-educational perspective. After a theoretical positioning on the subject areas of generation and motherliness, there follows a presentation of the role of the mother. In her auto-biographical story the author describes a fight between mother and daughter in which the mother wishes to rise in social esteem – a privilege not yet attainable for her – by means of her daughter. The piano playing takes on the biggest role in this respect, interpersonal relations being prevented by the mother.
The relevant subject areas for social education in this interpretation are a projection from learning expectations of lower middle-class aspirations, power and submission, contact with men as well as punishment and control. The ensuing social-educational development of the daughter’s role, dwells on the subject areas of consumer behaviour, power and powerlessness as well as on sexuality, masochism and hidden yearning.
The method of approach used in this thesis includes scientific work with literary texts, in particular with the adolescence novel in education science, as implemented by Dieter Baacke and Theodor Schulze as well as Hans-Christoph Koller and Markus Rieger-Ladich
The Literary Response of German-Language Authors to Selma Lagerlof
No full textBy focusing on the impact of a significant yet neglected woman writer, this study contributes to gender-related literary scholarship. It also adds to our knowledge of Scandinavian-German literary relations during the early years of this century. Since the German writers who responded to Lagerlof not only, in most instances, are central to the literary canon but also represent widely divergent literary orientations, Lagerlof's impact in Germany is arguably as central as the contributions of fellow Scandinavians Ibsen and Strindberg, a conclusion that returns Lagerlof to her former position as an author of international prominence.Made available in DSpace on 2015-09-28T15:03:48Z (GMT). No. of bitstreams: 2
license.txt: 4848 bytes, checksum: 96035ab3f5e1c23cc7138a224ce498bd (MD5)
9904531.pdf: 10908532 bytes, checksum: 5acd9270a8aeab7fd54a5c04cac7c313 (MD5)
Previous issue date: 1998Embargo set by: Seth Robbins for item 87631
Lift date: Forever
Reason: Restricted to the U of I community idenfinitely during batch ingest of legacy ETDsRestricted to the U of I community idenfinitely during batch ingest of legacy ETDsU of I Only208 p.Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 1998
Voltage Sense Amplifier (VSA) Design For RRAM Cross-Point Memory Array Structures
No full textabstract: RRAM is an emerging technology that looks to replace FLASH NOR and possibly NAND memory. It is attractive because it uses an adjustable resistance and does not rely on charge; in the sub-10nm feature size circuitry this is critical. However, RRAM cross-point arrays suffer tremendously from leakage currents that prevent proper readings in larger array sizes. In this research an exponential IV selector was added to each cell to minimize this current. Using this technique the largest array-size supportable was determined to be 512x512 cells using the conventional voltage sense amplifier by HSPICE simulations. However, with the increase in array size, the sensing latency also remarkably increases due to more sneak path currents, approaching 873 ns for the 512x512 array
Analysis of Watts-Strogatz Networks
No full textAbstract This report implements an algorithm to generate random Watts-Strogatz networks based on a modified (unbiased) rewiring procedure. The small-world properties of the generated networks are verified with various rewiring probability β. A Matlab and a R package are also included to visualize Watts-Strogatz networks
Perceptions of teacher preparation for classroom diversity
No full textPreparing P-12 educators to effectively teach and support diverse learners is increasingly critical. Cultural competence training and experiences in teaching diverse learners are essential components of teacher preparation, yet often new educators report feeling under prepared, and the characteristics of today’s P-12 students continues to vary greatly compared to teacher demographics. This secondary data analysis explored new teachers' perceptions regarding their preparation for teaching diverse learners. The dataset was derived from survey responses from teacher program graduates, those same graduates after one year of teaching, and their supervisors who responded to standards-based, four-point Likert surveys. Descriptive and inferential statistics were used to examine results longitudinally and comparatively. Results indicated that preservice teachers might not be as prepared as they originally thought they were after facing diverse classroom realities. Yet, these first-year teachers’ supervisors perceive a statistically significant higher level of preparedness than the teachers claim. Reasons for the decline in perception of preparedness and difference of ratings are explored; suggestions are offered for continuous improvement of educator preparation as well as for support of new teacher induction practices
