647 research outputs found
John Donne's 'Holy Sonnets'
No full text(Statement of Responsibility) by Terry Martin Sullivan(Thesis) Thesis (B.A.) -- New College of Florida, 1979(Electronic Access) RESTRICTED TO NCF STUDENTS, STAFF, FACULTY, AND ON-CAMPUS USE(Bibliography) Includes bibliographical references.(Source of Description) This bibliographic record is available under the Creative Commons CC0 public domain dedication. The New College of Florida, as creator of this bibliographic record, has waived all rights to it worldwide under copyright law, including all related and neighboring rights, to the extent allowed by law.(Local) Faculty Sponsor: Miller, Arthu
"Disney is the Tiffany’s and I am the Woolworth's of the business": A critical re-analysis of the business philosophies, production values and studio practices of animator-producer Paul Houlton Terry
No full textThis thesis was submitted for the degree of Doctor of Philosophy and awarded by Brunel University.Animator-producer Paul Houlton Terry has been portrayed as having little passion for the animation he produced and being more concerned with making a profit than producing entertaining cartoons with high production values. The purpose of the dissertation is to re-evaluate Terry‘s legacy to animated cartooning by analyzing his business philosophies, production values, and studio practices.
Application of four psychodynamic factors to the early life and career of Terry, 1887-1929, found that his economic decision making was characterized by: an external locus of control, risk-averse financial behaviour, extreme saving behaviour through precaution, and shrewd money management practices. Based on Terry‘s historical responses to twelve major economic, technological, or institutional forces of change for the period 1929-1955, the psychodynamic factors were found to provide accurate explanations for his studio practices and production decisions.
There was no evidence to support the conclusion that three early career disappointments undermined Terry‘s intrinsic motivation to create animated cartoons. Rather, Terry‘s lack of risk taking, external locus of control, tight studio production schedule, desire to compete with neighbour studio Fleischer, difficulty in separating financial rewards from creative processes in animation, and practice of undertaking surveillance measures on staff may have undermined his and his studio‘s creativity. Archival research found Terry to possess strong passions for and to have made significant creative contributions to the field of animation.
Biographical research found that Terry retained a stable nucleus of highly talented artists who dedicated a significant portion of their working careers to the studio. An analysis of the cel aesthetics of a random sample of animated cartoons produced during the years 1930-1955 found that Terry created animated cartoons with above average cel aesthetics when compared to the other studios thereby supporting an inference that Terry was motivated to producing quality crafted animation. Further research is suggested into the role psychodynamic factors and economic decision-making play in the film production process and a clarification of Terry‘s legacy to the field of animated cartoons
Problematised History Pedagogy as Narrative Research: Self-Fashioning, Dismantled Voices and Reimaginings in History Education
No full textA growing disturbance with history’s identity in the New Zealand schooling curriculum disrupted my educational socialisation (curriculum, professional, academic) and inheritance of educational policy decisions. In turn, this disturbance shaped a critical stance in my research and practitioner work. Accordingly, problematised history pedagogy [PHP] emerged as the phenomenon and method of my doctoral study and was activated as a counterpoint to my experiences of normalised discourses of history curriculum and pedagogy. The PHP as narrative research was situated in my history curriculum programme in a postgraduate year of secondary teacher education. The research aimed to engage my history class (research participants as preservice teachers) in pedagogy that involved critique of and reflection on the things we do as history teachers in the secondary curriculum. The PHP was nested within my historicising and theorising of educational experience. Conceptualised as a reciprocal research process, the PHP involved the participants and me in theorising pedagogies, fashioning pedagogic identities, and engaging critically with curriculum conceptions of history. The PHP sought to reimagine history curriculum and pedagogy and identify pedagogic spaces of possibility.
The narrative research was layered as a bricolage of storying that reflected the interdisciplinary nature of my educational socialisation. Experiences as a teacher educator, curriculum and assessment developer and researcher, meant many voices, discourses, and theories were woven into the narrative. This complex conceptual work focused on understandings of narrative; policy, curriculum and pedagogy; critical pedagogy; history; history education, and notions of space. The narrative research was constructed in three parts. Firstly, my narrative selves and shifts to a critical pedagogy stance were historicised and theorised through an autobiographical approach. An original dimension of this storying has been the use of vignettes that illuminate the convergence of educational experience, theorising, and reimaginings as an aesthetic and critical narrative device. The second part of the research narrative arrives at the point of praxis whereby experience and theory came together to activate the PHP. The PHP was placed in the context of the national history curriculum, a review of history education literature, and situated in my teacher education work. The PHP has been represented as a system of meaning through its distinctive research processes of phenomenological inquiry, genealogical disclosure, and discursive self-fashioning. An original form of analysis was conceptualised to deconstruct the participants’ history thinking and their experiences of the cultural politics of the history curriculum. This was conceptualised as a dismantling analysis [DA]. The third part of the narrative recounts the history class’s year of reflexive engagement with PHP. Participants’ pedagogic identities, historical thinking and critique of history curriculum and pedagogy as PHP ‘cases’ in secondary classrooms were dismantled and discussed.
Emergent PHP findings of the participants’ thinking as beginning history teachers include such features as: discourses of embodiment (fears, failure and fraud) prior to practicum; uncertainties about historical knowledge that includes doubt and discomfort about dealing with ‘difficult’ knowledge; disillusionment with familiar historical narratives; scant exposure to Aotearoa New Zealand histories and limited engagement with historical research methods in school and university study; observations of uncritical teacher modelling of history pedagogy; questioning of a strong masculine focus in historical contexts and a recurrent theme of history as violent; history practicum experienced through the dominant orientation of history as inquiry. These findings illustrate the public, accountable and discursive production of the national history curriculum. Reimagined history curricula are glimpsed in the participants’ seeking of counter-orientations of history’s purpose and desired history pedagogy as inclusive and democratic, as social reconstruction, and as an evolving critical project. A reflective critique of the narrative research brings the writing to a close
A Discourse Analysis of the Centered and Critical Scholar-Activism of Martin Luther King Jr.
No full textThe purpose of this project is to investigate the often neglected research concerning the Reverend Dr. Martin Luther King, Jr. and his scholar-activism. This project is intended to look for evidence of intellectual leadership within King's writings in an effort to classify King within the Scholar-Activist paradigm in Africana Studies. Further, the aim is to examine Martin Luther King, Jr. from the critical and centered Scholar-Activist paradigm of Africana Studies based on an analysis of his writings to determine whether his works should be included in or excluded from the canon of Africana Studies.
Molefi Asante, Maulana Karenga, and Terry Kershaw, three of the most respected scholars in the field of Africana Studies, seemingly ascribe differing levels of status to King's accomplishments and value within African American history (Asante, 1990; Karenga, 2002). Such a debate grounds this project. Does King measure up to the Scholar-Activist paradigm? Whether he does or does not, should the paradigm be expanded and redefined to include King, or is it acceptable as is? King's six book length writings demonstrate a consistency of themes, which include eight major foci: (1) Economic Justice; (2) Racial Equality/Integration; (3) Existentialism; (4) Social Activism/Service; (5) Theology/Activism; (6) Revolution/Leadership; (7) Black Ideology/Liberation/Black Theology; and (8) Anti-Militarism/Anti-Poverty. This author concludes that diversity of methodological approaches within Africana Studies is normal and that King's writings should be considered for inclusion into its canons. King meets all of Terry Kershaw's requirements for inclusion in the scholar-activist paradigm.Master of Scienc
Speak for Yourself Book Launch
No full textFilmed Tuesday 30 October 5:30pm. Northern Territory Library, Parliament House Darwin. Speak for Yourself launched by Chief Minister, the Hon. Terry Mills MLA
Speak For Yourself introduces you to the eight Chief Ministers of the Northern Territory, as they reflect on how it is to be a Chief Minister of a Territory, rather than the Premier of a state. The book brings together for the first time, the stories of the key players in the history of the Northern Territory and the federal moves that challenged its independence and authority.
The author and interviewers are two locals ? the seventh Chief Minister, Clare Martin and award-winning historian Dr Mickey Dewar. The book is published by CDU Press
The recontextualisation of architecture and accounting education: Views from the academy and the professions
No full textThis thesis reports on a study of the relationship between practice and higher education. It examines the nature of architecture and accounting professional disciplinary knowledge following the recontextualisation and shift of professional learning into higher education in New Zealand. This study set out to examine how and in what way architecture and accounting knowledge and professional identity are shaped by education policy, professional practice, and other contextual influences. In part, it was prompted by a paucity of research on the effects of recontextualisation on the construction of professional disciplinary knowledge, practitioners and academics, and the framing of curriculum content in New Zealand.
Participant data for this study were collected through one-to-one interviews with practitioners and focus groups with academics. This enabled in-depth accounts of the cases of architecture and accounting together through the lenses of a range of individuals. Analysis of participant data revealed convergence across the cases of architecture and accounting, particularly in relation to how professions engaged with higher education.
The recontextualisation of professional learning into the academy was identified by participants as having created issues of authenticity, autonomy and surveillance. As a result, new practitioners were viewed as struggling to develop skills, behaviours and dispositions expected of practising professionals. Critical factors were the lack of authentic practice within curriculum, and professional learning taking place in risk-averse, highly regulated contexts as mandated by the state. Professional degree designers and teachers struggled to adequately prepare practitioners for relational aspects of practice, and did not appear to easily foster classical notions of professional identity, namely expertise, altruism and autonomy.
A critical analysis of documents that shape and otherwise have a bearing on professional learning, practice and professional identity revealed discursive effects of neoliberal education policy and a preoccupation with measurability, surveillance and employability.
There are a number of implications for both practice and higher education that can be drawn from this study. At stake is the nature of professional disciplinary knowledge and the development of professionals as autonomous experts practising in New Zealand society. Recommendations are made that point to changes that might enhance professional education programmes within higher education and that call for imagination, criticality and a re-positioning by the state and the professions. To what extent this can occur within the national and global context is the challenge that is presented.
A number of future research opportunities are identified. Investigation could continue by examining architecture and accounting knowledge, curriculum and pedagogy in more detail. This study could be replicated to consider other recently recontextualised professional programmes and understand the influences being brought to bear. This study, then, adds to research that considers the legitimacy, power and nature of professional disciplinary knowledge, the discursive effects of a mediated, neoliberal education agenda, and relationships between the academy, practice and society.
Politically Acceptable Trade Compromises Between The EC and The US: A Game Theory Approach
No full textA model is developed to quantify the special status of agriculture in the US and the EC trade negotiations. The role of special interests are measured by a policy goals function (PGF) whose weights are estimated for each special interest group. The analysis searches for mutually acceptable, mutually advantageous trade agreements between the US and the EC using a partial equilibrium world trade model coupled with game theory. Results suggest that it is in the best interest of the US (resp. EC) 'for the EC (resp. US) to liberalize whi1e the other follows the status quo policies of 1986. Mutual gains in PGF values to both countries pursuing "large" liberalizations are unlikely to exist, although "small" liberalizations may give rise to "small" mutual gains. Altering each country's action space, and permitting compensatory payments to the most influencial groups yields trade liberalization, but free trade does not result.game theory, trade liberalization, trade negotiations, International Relations/Trade,
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