Teses / dissertações sobre o tema "Classics by subject"

Synopsis: Crossing Bowen Street Crossing Bowen Street is an extended novel set in Melbourne, Australia. The protagonist, Meg Flanagan, is accepted to teachers' college. Meg is 24 years old and has worked, and lived out of home, since 17. Having completed her year 12 studies part time while working, she has applied to the Melbourne State College for a Bachelor of Education. Melbourne State College is subsequently 'amalgamated'A into Philip University, the original 19th century sandstone institution which borders MSC. Meg has worked as a medical secretary prior to commencing her studies. An only child, she is the first member of her family to go to university, indeed to finish high school. Tertiary study is exciting for Meg and the novel explores the psychic journey as well as the intellectual one, as Meg experiences challenges to the possibilities for her life and the trajectory along which she once assumed it would flow. The narrative is told through episodic and epistolary forms, with particular periods in Meg's cultural and academic life forming the focus, picking up the integral elements of her journey and examining the psychic context and action. Characters in the undergraduate chapters of the novel are somewhat transient, although very important to Meg's rapidly developing, changing sense of herself. The constant 'trying out' of ways of being and even lifestyles sees Meg losing old 'friendships' and making new, even temporary, ones all the time. This allows the opportunity for Meg to explore her feelings about connecting to others and the nature of her relationships. The Meg reflected back to her by others is of constant interest to her, particularly as she is frequently reminded that others see a very different Meg than she does. The novel commences at the outset of Meg's tertiary career, as she initially articulates the extent of her aspiration, of her sense of the possibility of her own life. Each vignette deals, chronologically, with an aspect of Meg's expanding sense of possibility, socially, emotionally, intellectually. Certain vignettes explore her relations with friends and acquaintances in the course, which in turn provide A In 1988, Federal Labor Minister for Education John Dawkins, devised a plan to end the streaming of Australian tertiary institutions and created what is called the Unified National System. This meant that colleges of advanced education and institutes of technology were either created universities in their own right, or more commonly, merged with an appropriate existing university. This process allows a fascinating insight into the class dimensions of hierarchies and stratifications. The need of universities and their members for status has been profoundly underscored. the background and context for her sexual relationships. That aspect of her developing subjectivity provides a marked contrast, which Meg uses as leverage, when set against her sense of herself as a scholar and her growing notion of entitlement, which allows her to 'choose', where previously she believed she had no choice; the choice is a scholarly career. Within all this, Meg discovers and is deeply empowered by certain political left, and feminist, discourses within the university community. She is equally dismayed and alienated by other feminist practices; her growing engagement with her own agency sees her quickly abandoning feminist subject positions previously dear to her, which served a particular purpose and are now superseded. This notion of feeling betrayed by the promise of a value system (or rather, its practitioners) will recur throughout the action of the novel, as Meg moves into an academic role, first as doctoral student and then as academic, seeking to live her values as practice and to remain true to what her trajectory has taught her. This is crystallised in the novel as the role played by the place she came from, and how that informs, and complicates, who she becomes. The novel seeks to explore the fundamental contradictions in doing so, through Meg's increasing awareness that the academy is not the harmonious, class aware institution she has idealised, but a world driven by status and hierarchies. This realisation must be reconciled in the light of Meg's anxieties about her working-class background. Meg's doctoral training at an elite university underscores her developing sense of what constitutes excellence and the role played by highly influential conservative institutions in maintaining social arrangements. As her academic career unfolds, the holding of a Cambridge PhD allows Meg opportunities to make change as certain privileges are afforded her by virtue of her Cambridge status. Yet it is this very notion that she seeks to challenge. Her growing passion for the State University of Victoria, an institution developed for the education of working-class people, informs her activism within the academy. Why are excellence and equity polarised? Why does the institution matter more than the scholarship? Why is so much practice within universities contrary to the values scholars often claim? These questions are explored through the dynamics of academic working life as student and later as a teacher at a university with an explicit equity agenda. The Start of the End (2003): The action commences on a late Friday after at SUV, when the Department of Communication & Cultural Studies has just been advised of Meg's promotion to Associate Professor. This vignette sees the initial soiree and celebrations and allows Meg to reflect on her experience. As her colleagues and friends are congratulating her, a particular student comes looking for Meg. It is clear that Angela Watson needs course advice particularly from Meg. Their discussion seems a straightforward one on the face of it, but it underscores many things; that Meg has come the full circle in her academic life, and what it is that her journey has really been about. The route to professorial appointment is considered, as is the source of Meg's greatest professional joy and fulfillment; is it scholarship, followed by leadership, in her discipline? It is knowing she has continued to speak and act to change the life chances of all students, wherever possible? Or is it the subtle distilling of both of these, along with the knowledge which emerges from the nexus of teaching and research. That scholarship, new knowledge, surely must be taking us somewhere specific in relation to others? The more we know, the more we can do...to what end? From this reflection, we see the action of the novel unfold. We return to this scene at the end of the novel, as Meg considers the trajectory of her life and its themes in her work. The novel ends as she is faced with the next challenge. Arrival (1989): Acceptance sees Meg as she is attempting to transform her life and create a new one. She has just been advised of her admission to an undergraduate Bachelor of Education program, at the major Melbourne teachers' college. Meg shares her rented home with her high school best friend, Anna, and her fiance, Jason, who appears to be superfluous in her life. Meg is aware he is a partner for who she used to be. We see Meg in her job as a medical secretary and this allows the mapping of Meg's sense of her own world, as she travels between home and work. This first stage of seeking her aspiration- to be an English teacher-evolves. As Meg considers the meaning of what she is about to do and how she knows it is right. This involves a consideration of what work means in our lives and how this is different for jobs according to how they are classed. Her relationship with the life she has known, the person she has been, is changing and this change is represented through her relationship with Jason. Meg's first day at teachers' college demonstrates that she is in a constant, often painful, dialogue with herself. The difficulties she encounters in making sense of the relation between her two 'lives' are thrown into sharp relief. The preparation for college sees Meg interrogating herself about how she can be different. Her initial experiences at the College resonate with her highest expectations of the life that awaits her, of the multiple possibilities currently being authored for her. Her first attendance at classes offers the opportunity to try out some of those possibilities, to test them against those she meets and to map the ways she could discover to 'be'. There is much tension and fear, but also endless excitement and these conflicting emotional states parallel and marble each other. It is on this day that she meets Jennifer Wren, her first real friend at university, who offers so many challenges to Meg. Their friendship involves a constant exhausting shift of subject positions, which Meg is able to look back on with affection in years to come. Going Bowling (1989): within a few weeks of commencing at university, Meg is socializing with some of her new friends, having neatly segmented her home and college lives. Meg has already realised that her friendships fall into separate groups; her friendship with Jennifer and the people Jennifer knows does not find its way into this group. They meet in the city to go bowling and have a meal. While Meg really enjoys these new people, already tensions are developing in relations between the group. Their unofficial leader, Rosemary Marshall, has a tendency to seek control and already resistance is showing. Rosemary particularly does not like Jennifer. Meg is enjoying her flirtation with Pete Danville, whom she has assumed to be gay. His very flattering attention has already developed Meg's confidence and stoked her ego, which has eroded in her stagnating relationship with Jason. Rosie has developed a crush on Pete and seems to take the flirtation with Meg personally. Dynamics in the group become slightly uncomfortable but Meg has grown quickly fond of her new friends, especially flamboyant Marina, another whom Rosemary seems to dislike. The discussions which occur during their evening deepen both the relationships and the tensions between them and draw lines which will determine the outcome of their various friendships. The Ball (1990): In the third year of her degree, much has happened to Meg. She is married to Jason, although she omits him from much of her psychic (and practical) life. Meg and her friends attend the Faculty's annual formal dinner dance. Meg has so far managed to balance the competitiveness which occurs between all of them, both academically and personally. The negotiation of her respective friendships with Jennifer and Marina requires a great deal of diplomacy; the subtext in this is very disturbing to Meg. What exactly is the conflict about? She can't be sure why they don't like each other; it could be Marina's smoking, or Jennifer's confidence to spare, but these things also annoy her, yet she does not fight with either girl as they do with each other. Rose has always insisted that the problem is Jennifer's private school background, but Marina went to a catholic girls' school, so what could the difference be? The ball is initially a happy occasion; the girls dress up and they dance and drink champagne together with the boys. But dynamics operating beneath the surface force their way up. Rosie is ready to force Pete to confront her continuing crush on him; Pete confronts Meg about their ongoing flirtation. Meg gives in and admits to herself for the first time that she does want to be with Pete. He is grown up and exciting and strong. He offers her something she has never had with Jason. Married less than a year, she pushes her husband out of her thoughts. The events of the ball force Meg to confront the differences between all her friends and the discomfort this affords everyone. Rosie's continued need for control over the group is acknowledged. Future Present (1991): Meg lives in Carlton with Pete. This is the busiest year thus far in her academic career and the financial, academic and emotional pressure is showing. This vignette gives us the range of Meg's academic activities and the way her life has fallen since the events at the ball eight months earlier. We see Meg grappling with her own evaluation of the changes in her 'way of being'; trying on different ways of living that she has idealised and finding them just as wanting as the last. Meg faces some key existential questions in this vignette and seeks answers which she finally discovers only she can give. Her relationship with Pete, the values and goals they share (and don't share) are thrown into sharp relief and provide a touchstone for the clearer determination of Meg's aspiration and future. Her relationship with various female friends is also revisited and this offers insight into Meg's constant checking of herself against idealised female templates. There is a crisis of identity and strength which constitutes an important fork in Meg's road. Beyond (1992): Beyond sees Meg determinedly seeking ways she can progress towards her goal, while still constantly checking against herself that postgraduate study (let alone a scholarly life) is available to her. We accompany Meg as she seeks and locates the academic path she wants; this is the backdrop for her further psychic exploration of the women who intimidate yet fascinate her, particularly Heloise Waul, who is a significant influence through Meg's postgraduate career. The sites in which Meg's personal struggles manifest are highlighted in this vignette, particularly in terms of dress and cultural pursuit. The conversations between Meg and Heloise also allow an exploration of the feminist politics of that milieu and the class tensions which operate tacitly within those politics. Bound to the Caucus (1992); Meg has now nearly completed her undergraduate degree and has been active for some time in university life and student politics. Her feminist and socialist education is well advanced. Bound to the Caucus shows us Meg in her student politics world for the first time, where the segue of her activism and academic life have taken her. Meg has found female friends who understand that part of her which struggles with inadequacy, although at this point in the novel this common struggle is not well understood or articulated. It is in this vignette that Meg admits her growing attraction for a Liberal student activist, Stuart Noble; this proscribed liaison raises many questions about values and aspiration, as well as the dominant sexual politics of the time and place. Bound to the Caucus also offers insight into the student activism occurring at universities like Philip in the early 1990s. Divergence (1993): Set in 1993, Meg is now in the early weeks of her honours program, although she has been at work on her thesis on the poet William Blake for some months. Living unhappily in a share household near the University, her relationship with Stuart Noble continues to develop, reaching a crisis point in this period. These events occur in the context of Meg's activist career in the Student Left, particularly as she encounters issues of identity around her class, feminism and difference amongst Left women. While Meg fights these battles passionately in an intense milieu, she considers them emotionally in terms of her changing sense of herself. Meg is increasingly aware that the personal impact of her class is changing for her. Additionally, she explores her relation with a 'boyfriend' of right wing political affiliation; Meg comes to recognise that this relationship is undermining her sense of herself in a way that her relationships with women in the left previously did. Honour Roll (1993): Meg is now undertaking honours and this vignette opens with Meg seeing the honours coordinator, Professor Michaela Moore, who approximates all those apparently middle-class traits to which Meg has such a push-pull relation. We see the return of a chapter of the honours thesis, discussion of the content and the constantly shifting subject positions these experiences offer Meg. This vignette also directly introduces Agnes. Mia and Agnes meet Meg after her supervision and this conversation allows very distinct if tacit class themes to develop. Meg has warmed quickly to Agnes, who is unlike anyone she has known; they have much in common in relation to their work and this binds them. Mia continually presents a viewpoint which irritates Meg, in relation to entitlement: to academic life, to funding, even to questioning how these things are enabled. Honour Roll allows us to see Meg's flourishing theoretical and intellectual life and its role in assisting her emotionally as she re-frames the same conundrums that previously constituted obstacles. The Cusp (1993): Meg's developing friendship with Agnes offers her enormous insights into difference and her developing sense of self and aspiration. While the girls come from diametrical backgrounds, they are united by their passion for their research and scholarly work. Meg is increasingly self-conscious through their discussions in terms of how she has seen herself and allowed herself to dream and seek. Cusp is set at the end of the honours year, prior to the release of results. Meg and Agnes explore their feelings about academia and this leads to discussions of purpose and the role of class within that. This vignette also documents Meg's growing social confidence and those aspects of herself which have become so sure to her, that she no longer considers them at all. Whom (1996): [Not included in this abridged edition]. Set at Cambridge, two thirds into Meg's doctorate, Whom shows Meg in the mental space which will take her back to Melbourne and the State University of Victoria. Having risen to the challenge of doctoral study, she is confronted now by deeper demons, and the need to explore and challenge them in the ambivalent context of Cambridge, which so excites her still, but which has proved empty of the profoundly held higher ideals she expected to see reflected. Set in the midst of Meg's doctoral study, this vignette is dramatically abridged in the submission novel. The importance of Whom lies in its concern with Meg's rapidly shifting sense of herself and her own scholarly subjectivity and the changes to these that the culture of Cambridge has wrought. By the second year of her PhD Meg is crystal clear about her goals and decides to spend the long break at home, rather than travelling, because she wishes to 'touch base' with her future. The action described segues into that in Courting the Enemy. Whom describes Meg's ambivalent and contradictory but passionate feelings about Cambridge. Whom demonstrates Meg's increasing anger at the status and privilege to which her education now automatically admits her, and her need to find some sort of stasis and safety in her emotional life. In this vignette, Meg meets her life partner, Jeremy McCallum (I have intentionally reduced the attention in the novel to Meg's romantic life as she matures into her career). Courting the Enemy (late 1990s): By this time, Meg is a senior lecturer in English at the State University of Victoria, which was established in the nineteenth century as the Worker's College. This vignette starts with Meg's attendance at a University Committee which is considering a transformation in relation to equity in admissions policy. Meg was drawn to SUV because of its transparent and determined commitment to educate the children of working-class people. An attack on the equity admission policy of her university galvanizes Meg and some of her colleagues. The action of the vignette considers the role of the scholar, and of such an institution as SUV, in the light of daily academic life. This vignette is primary in its demonstration of the themes of the novel. In the unabridged version, I took the opportunity to illustrate some of the vast range of administrative, intellectual and even physical demands on a senior scholar in the routine of academic life. In placing Meg in this context, I sought to highlight how a scholar of her values and commitment makes sense of the constantly shifting terrain of her working world and how this continually informs her practice. This vignette is also significant for its retrospective description of Meg's employment at SUV some years earlier. Locus: (1995). This piece of writing stands apart from the rest of the novel. I wished to write in a reflective voice, which might be from Meg's journal, were it not in the (omniscient) third person, in order to consider the headspace and meaning-making which occurs as Meg settles into Cambridge, and the lifestyle her situation allows her. Locus is a deeper engagement with Meg's sense of her identity. It considers the impact on her of the physical journeys she must make to match those of her psyche. These are thoughts too personal for a letter, even to Anna. Meg is exploring her ever shifting self and the growth in her self-belief allows her to explore what is rage; that she was bounded by illusions about her worth. Locus seeks to allow some context for Meg's anger at the role Cambridge plays. I seek to create the space in which Meg's dawning self understanding will lead her to her next, driven, purpose. Letters: throughout the novel letters are used to reveal and inform Meg's relationship with her family. This is an intentional device to distance the birth family in an attempt to blur and muddy an assessment of Meg's class through traditional measures. The letters between Meg and Aunty Jean particularly reveal much of the classed emotional antecedents of Meg's life. There are also letters exchanged with Meg's high school best friend, Anna, who has moved to the country and a very different lifestyle. Meg writes to Anna often, using the acceptance she feels in the friendship and her sense that Anna understands her, to touchstone her own emotional growth. Formal letters from institutions ring changes in settings and mark significant points in the geographical and academic trajectory of the character. All the letters serve to introduce time and event changes consistent with the episodic style of the narrative.

Availability of genome sequences for numerous bacterial species comprising of different bacterial strains allows elucidation of species and strain specific adaptations that facilitate their survival in widely fluctuating micro-environments and enhance their pathogenic potential. Different bacterial species use different strategies in their pathogenesis and the pathogenic potential of a bacterial species is dependent on its genomic complement of virulence factors. A bacterial virulence factor, within the context of this study, is defined as any endogenous protein product encoded by a gene that aids in the adhesion, invasion, colonization, persistence and pathogenesis of a bacterium within a host. Anecdotal evidence suggests that bacterial virulence genes are undergoing diversifying evolution to counteract the rapid adaptability of its host&rsquo
s immune defences. Genome sequences of pathogenic bacterial species and strains provide unique opportunities to study the action of diversifying selection operating on different classes of bacterial genes.

The unavoidable interaction of a quantum system with its environment usually degrades its coherence and quantumness. The environment and the decoherence process may be described as the interaction with a classical or quantized bath. As a matter of fact, the classical description becomes progressively more reliable as far as the environment has many degrees of freedom, i.e. it becomes complex, or when the interaction between a quantum system and a classical fluctuating field is taken into account. In this thesis, I consider a qubit system coupled to a stochastic classical field and address the decoherence and non-Markovianity induced by the external noise as well as the spectral characterization of the classical field by quantum-limited measurement on the qubit. I thus analyze the dynamics of quantum correlations between two non-interacting, initially entangled qubits subject to a classical noise generated by a stochastic process. Two relevant classes of noise are taken into account: Gaussian noise, such as the Ornstein-Uhlenbeck process, and non-Gaussian noise, such as the random telgraph noise and the colored noise with 1/f spectrum. I also discuss the evaluation of non-Markovianity of the induced dynamical map and link the presence of revivals of quantum correlations with the information backflow to the system. The precise characterization of the stochastic process generating the classical noise, possibly using minimal resources, is a crucial ingredient for the design of high-precision measurements and reliable communication protocols. To this purpose, I also address the characterization of the spectral parameters of classical noise by quantum probes, e.g. a qubit coupled to the stochastic process generating the noise. By using the tools of quantum estimation theory, I explore the performances of quantum measurements on the qubit and show that it is possible to effectively extract information about the noise.

This thesis conceptually explores the becoming of transnational subjects. Critical interventions into disciplinary modes of knowledge production on such subjects have long problematised uni-dimensional, essentialist and identitarian approaches, but have had a limited impact on the mainstream(s) they address. In a postdisciplinary move, this thesis reads the literatures on transnational social spaces in migration studies, poststructuralist and new materialist insights on subject formation, intersectional approaches in gender studies and queer theory through one another to propose a queer intersectional approach to transnational subjects. Shifting the focus to the spaces transnationality takes place in rather than normatively defined ethnic and national communities, and interrogating intersectionality’s tendency to mark out particularly gendered and racialised bodies for intersectional analysis allows for exploring heterogeneity and multiplicity within transnational spaces. The queering of intersectionality disrupts the reliance on binary variables of much transnational migration research, towards a situated analysis of the becoming of subjects in and through the transnational space. In doing so, it not only complicates the here/there binarism transnational studies have relied on, but calls heteronormative assumptions underlying gender and transnational migration research into question, and draws attention to the relationship between transnationality, gender, sexualities and the (non-)normative alignments across those and other axes of difference. In an illustrative case study, this queer intersectional approach to the becoming of transnational subjects is then put into critical dialogue with the British South Asian transnational space through an analysis of scholarly representations of British Asians, the Channel 4 dramas Britz and Second Generation, and a Tumblr blog.

Thesis (M.A.) University of Missouri-Columbia, 2006.
The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file (viewed on August 21, 2007) Includes bibliographical references.

Thesis (Ph. D.)--University of California, Riverside, 2009.
Includes abstract. Available via ProQuest Digital Dissertations. Title from first page of PDF file (viewed March 23, 2010). Includes bibliographical references. Also issued in print.

Rapido riesame degli studi precedenti sul trattato di arte militare scritto da Eliano (I-II secolo) e suoi rapporti con Asclepiodoto ed Arriano, autori di due opere analoghe a quella di Eliano. Evidenziati i limiti dell'unica edizione critica esistente del testo (ad opera di Kà à à à ¶chly, pubblicata nel 1855). Proposto un nuovo testo, privo di molti interventi del precedente editore ) accompagnato da una nuova traduzione in lingua italiana (le due precedenti sono del 1552), e commento su particolarita' linguistiche, storiche e sociali dei primi 27 capitoli del manuale.
Status quaestionis of the researches about Aelianus tacticus and his only work, the Tactica Theoria, a manual concerning ancient greek army. It is examined too the relation existing with Asclepiodotos' and Arrian's works (both known with the title of "Ars Tactica"). A new critic text is given for chapters I-XXVII (the last edition was published in 1855 and has many errors), with a translation in Italian language (last translations: 1552) and a commentary about linguistic, historical and social matters.

Considerable historical attention has been paid to the end of Empire in Britain’s East African colonies and the consequences of this for postcolonial states. The forced migration of minority South Asian populations from the new nation-states of East Africa has received considerably less attention. South Asians remain at the margins of African and British national histories, constructed variously as either fringe opponents of anti-colonial nationalist movements or marginalised minorities. Yet re-assessing the history of these ‘refugee’ communities has the potential to enhance scholarly understanding of both colonial and postcolonial power relations and migrant-refugee identity formulation and re-formulation. Moreover, studies of migrant communities in Britain have tended to treat South Asians as a homogenous group, paying relatively little attention to the specific identity trajectories of those who were expelled from the new nation-states of East Africa. In contrast, this research takes as its starting point the transnational experiences of East African Asians as multiple migrants, exploring the reformulation of political and cultural identities during the course of their expulsion, migration and resettlement in and between postcolonial states.

Kollapsen av den klassiska Mayakulturen under sen 700- till sen 900-tal e.Kr. har förbluffat forskare ända sedan studier av Mayakulturen påbörjades på 1840-talet. Både arkeologer och antropologer som epigrafiker eller klimatforskare har arbetat med att lösa gåtan av hur ett kulturellt vidsträckt samhälle kunde kollapsa utan någon klar förklaring. Civilisationen som än idag talar till oss genom sina kolossala pyramider och tempel, inskriptioner och den vetenskapliga kunskapen som ansetts outförbara utan moderna instrument. Dock har inte kollapsen varit ett direkt fokus i Mayastudier sedan forskningen påbörjades. Det var inte förrän på 1960-talet som systematiska undersökningar utfördes för att hitta rimliga teorier till kollapsen. Ända sedan dess har hypoteser och teorier haglat in och forskarna idag hittar sig själva i en sjö av oförklarlig information. Kunskapen av Mayakulturen är enorm men det har inte hjälpt att hitta någon bestämd teori om kollapsen av klassiska Maya. Det finns forskare som fokuserar på stora katastrofala händelser såsom drastiska klimatförändringar, sjukdomar eller jordbävningar så svåra att återhämtning var omöjligt. Sedan finns den andra skaran av forskare som förkastar enskilda händelser och fokuserar mer på mångfaldiga katastrofer som kunnat utlösa ödesdigra mönster i samhället som till slut utmynnat i en kollaps. Trots oklarheter kring kollapsen har framsteg gjorts inom fältet. Många teorier har mycket tack vare avancerade metoder kunnat förkastas medan andra blivit mer debatterade. Vad som än Mayakulturen kan berätta för oss, står ändå kollapsen som den stora nöten att knäcka och ju längre forskningen av ämnet fortgår desto närmare kommer även forskare till svaret. Frågor dyker dock fortfarande upp om det är möjligt att lösa en av arkeologins stora gåtor.

To meet the need of lightweight chassis in the near future, a technological step of introducing anisotropic materials like Carbon Fibre Reinforced Plastics (CFRP) in structural parts of cars is a possible way ahead. Though there are commercially available tools to find suitability of Fibre Reinforced Plastics (FRPs) and their orientations, they depend on numerical optimization and complexity increases with the size of the model. Nevertheless, the user has a very limited control of intermediate steps. To understand the type of material system that can be used in different regions for a lightweight chassis, especially during the initial concept phase, a more simplified, yet reliable tool is desirable.The thesis aims to provide a framework for determining fibre orientations according to the most-ideal loading path to achieve maximum advantage from FRP-materials. This has been achieved by developing algorithms to find best-fit material orientations analytically, which uses principal stresses and their orientations in a finite element originating from multiple load cases. This thesis takes inspiration from the Durst criteria (2008) which upon implementation provides information on how individual elements must be modelled in a component subjected to multiple load cases. This analysis pre-evaluates the potential of FRP-suitable parts. Few modifications have been made to the existing formulations by the authors which have been explained in relevant sections.The study has been extended to develop additional MATLAB subroutines which finds the type of laminate design (uni-directional, bi-axial or quasi-isotropic) that is suitable for individual elements.Several test cases have been run to check the validity of the developed algorithm. Finally, the algorithm has been implemented on a Body-In-White subjected to two load cases. The thesis gives an idea of how to divide the structure into sub-components along with the local fibre directions based on the fibre orientations and an appropriate laminate design based on classical laminate theory.

Notre recherche a été motivée par l’observation personnelle que nous avons pu faire des dispositifs d’enseignement bilingues scolaires en Europe centrale et orientale. Il nous ait paru justifié d’apporter notre réflexion à la problématique générale de l’enseignement bilingue. Nous avons choisi comme entrée la description, au sein du dispositif franco-moldave, des pratiques de classes des professeurs de biologie dispensant leur discipline en utilisant le français. Notre observation se focalise sur la gestion de leurs compétences langagières dans l’alternance entre le roumain et le français. Pour ce faire nous nous appuyons sur les analyses d’un corpus d’entretiens avec les enseignants et d’un corpus important de cours filmés.Nous sommes inscrits dans une démarche ethnographique en convoquant les outils de l’analyse interactionnelle. Notre analyse montre que, dans les classes observées, la transmission des connaissances disciplinaires se fait soit dans un registre monolingue L1 ou L2, soit dans un registre bilingue L1 et L2.La description détaillée que nous en faisons, montre des stratégies d’enseignement appliquées à la discipline avec une intégration de la L2 plus ou moins importante.Paradoxalement, les enseignants disposant moins de compétences langagières en L2 développent davantage un enseignement bilingue, soit un enseignement en deux langues, de leur discipline.En résumé, la gestion raisonnée de l’alternance codique est le coeur du processus de l’enseignement bilingue dont le bénéfice repose sur la maitrise de celle-ci
Our research was motivated by personal observation realized in bilingual education systems of Central and Eastern Europe. We found it, justified tobring our thoughts to the general issue of bilingual education. We chose to enter in the reflection by the descriptive way of franco-moldovian practica classes of biology, where teachers provide their discipline using French. Our observation focuses on the management of their language skills in the alteration between Romanian and French built on the analysis of the corpus of interviews with the teachers and another filmed one with the lessons.To achieve this, we entered into the ethnographic approach applying the tools of the interactional analysis. Our analysis shows that in the classes underobservation, the transmission of discipline was made either in a monolingualL1/L2 register or in bilingual L1 and L2 one. The detailed description we make shows the teaching strategies applied with more or less important integration of L2 in the discipline.Paradoxically enough, the teachers with less L2 language skills develop moreb ilingual education, meaning more instructions in two languages in their discipline.To summarize, the heart of the process of bilingual education is the rational management of code-switching and the benefit is based on the level of its mastery
Cercetarea noastră a fost motivată de observația personală pe care amputut sa o facem a sistemelor școlare de învățământ bilingv din EuropaCentrală și de Orientală. Ne pare a fi justificat de a aduce reflecţia noastrăasupra problemei generale a învățământului bilingv. Am ales să abordămreflecţia prin descriere, în cadrul dispozitivului franco-moldovenesc, orepractice a profesorilor de biologie care asigură disciplina utilizînd limbafranceză. Analiza noastră se concentrează pe gestionarea competențelorlingvistice în alternanța între limba romană și limba franceză sprijinindu-ne peanalizele unui corpus de interviuri cu profesori și a unui corpus foarteimportant, a lecţiilor filmate.Pentru a face acest lucru, noi ne-am înregistrat la o abordareetnografică convocînd instrumentele unei analize interacționale. Analizanoastră arată că în clasele observate, transmiterea de cunoștințe disciplinare seefectuiaza fie într-un registru L1 monolingv sau L2 sau într-un registru bilingvL1 și L2. Descrierea detaliată pe care noi o facem, arată strategii de predareaplicate la disciplină cu o integrare a L2 mai mult sau mai puțin importantă.În mod paradoxal, profesorii care dispun de mai puţine competențelingvistice în L2 dezvoltă un învățământ bilingv, fie un învăţămînt în douălimbi, a disciplinei lor.Pe scurt, gestionarea rațională a alternanţei codicale este centrulprocesului învăţămîntului bilingv, a cărui beneficiu se bazează pe stăpânireaacesteia

Traditionnellement, on distingue trois parties du discours dans la langue arabe à savoir le nom, le verbe et la particule. L’adjectif est considéré comme une sous-classe de la catégorie nom. Or si on observe le fonctionnement des ces deux partie, on s’aperçoit que cette partition ne permet pas de rendre compte des caractéristiques qui les séparent. Nous avons donc proposé une nouvelle classification en considérant l’adjectif comme une catégorie à part entière. Puis, nous avons étudié ses fonctions différentes : les adjectifs restrictifs, le complément d’état et les adjectifs prédicatifs. Notre intérêt principal reste pourtant les adjectifs prédicatifs. Nous avons proposé certaines propriétés de ces adjectifs. Le deuxième point concerne la classification sémantique des adjectifs prédicatifs qui s’inscrit dans le cadre du modèle des classes d’objets, dans la lignée de la grammaire transformationnelle de Z. S. Harris. Cette méthode nous permet de construire des classes sémantiques des adjectifs prédicatifs à partir de critères syntaxiques en vue du traitement automatique
Traditionally, we distinguish three parts of the speech in the Arabic language: the name, the verb and the particle. The adjective is considered a subclass of the noun category. But if we observe well theses two parts, we realize that this partition does not allow to account for the characteristics the separate them. We have therefore proposed a new classification by considering the adjective as a category itself. Then we studied its different functions: restrictive adjectives, state complement and predictive adjectives. However, our main interest remains the predictive adjectives. We have proposed some properties of these adjectives. The second point concerns the semantic classification of predictive adjectives which is part of the objet class model, in line with Z. S. Harris’s transformational grammar. This method allows us to construct semantic classes of predictive adjectives based on syntactic criteria for automatic processing

Cette thèse étudie la classe inversée comme dispositif didactique. La réflexion proposée se situe dans le champ des didactiques et examine la manière dont le mode de fonctionnement particulier de ce dispositif influence l'enseignement et l'apprentissage des différentes disciplines scolaires au secondaire. Ainsi, les notions d'espace-temps, de situation didactique, de dispositif et de contrat didactique sont mobilisées dans le cadre théorique. Les données ont été construites par croisement de techniques d'entretien semi-directif, de questionnaire et d'observation in situ. La thèse a permis en effet de souligner les points suivants : (i) le dispositif classe inversée pèse sur le contenu enseigné puisqu'il favorise de nouveaux contenus (ii) la classe inversée modifie la relation pédagogique en variant les modalités de travail (iii) l'inversion de classe diversifie les formes d'évaluation selon l'espace d'apprentissage délimité (espace auxiliaire et espace classe) (iv) le dispositif classe inversée est adaptable à différentes disciplines scolaires tenant compte des spécificités ou de la nature fonctionnelle de celles-ci
This thesis examines the Flipped Classroom as a pedagogical-didactic tool. The reflectionproposed is located in the field of didactics and explores how the mode of operation of the Flipped Classroom influences the teaching and learning of different school subjects at the secondary school level. Thus, the notions of space-time, didactic situation, educational tool and didactic contract are mobilized as a theoretical framework. Data was constructed by combining the technique of semi-structured interview, survey and direct observation. In effect, this research highlights the following points: (i) the flipped classroom weighs on the content taught since it promotes new content (ii) the flipped classroom modifies the pedagogical relationship (iii) the flipped classroom makes it possible to diversify the forms of assessment according to the delimited learning space (auxiliary space and class space) (iv) the flipped classroom is adaptable to different school disciplines taking into account first and foremost the specificities or the functional nature of these school disciplines

La présente thèse se propose de répertorier et d’analyser les références au classicisme français et le rôle qu’il a joué dans la critique littéraire roumaine, depuis la Révolution de Tudor Vladimirescu (1821) jusqu’à la chute du régime communiste (1989). Après avoir replacé la réception du modèle dans le cadre de l’histoire de la Roumanie et de ses relations politiques et intellectuelles avec la France (notamment par une étude de la traduction des classiques français en langue roumaine) et après une analyse généalogique et esthétique du concept de « classicisme français », on s’est efforcé de restituer, dans le contexte de chaque grande époque de la modernité roumaine, puis, pour chacune de ces périodes, à travers l’étude plus spécifique de quelques écrivains et critiques choisis comme les plus représentatifs en cette matière, la persistance et le renouvellement de l’image du classicisme français, lui-même fréquemment perçu et analysé comme l’expression nationale d’un classicisme « universel ». Ce cheminement chronologique a permis de dégager les trois usages majeurs que la critique roumaine a faits de la référence à cette notion : celui de modèle pour une création littéraire qui se cherchait, celui de critère pour son évaluation et celui d’enjeu dans le cadre des débats suscités par les courants nouveaux qui auront animé la vie littéraire roumaine depuis son émergence jusqu’à la presque fin du XXe siècle
The present thesis proposes to catalogue and analyze references to French classicism and the role it has played in the Romanian literary criticism, from the Wallachian Uprising of 1821, led by Tudor Vladimirescu, to the fall of the communist regime (1989). After placing the reception of the model in the context of the history of Romania and its political and intellectual relations with France (including a study of the translation of French classics in Romanian) and after a genealogical and aesthetic analysis of the "French classicism" concept, we tried to reconstruct, in the context of each period of Romanian modernity, and, for each of these periods, through the more specific study of certain writers and critics considered the most representative in this matter, the persistence and renewal of the image of French classicism, itself frequently perceived and analyzed as the national expression of a "universal" classicism. This chronological process made it possible to identify the three manners in which the Romanian criticism used the reference to this notion: that of a model for a literary creation that sought itself, that of criterion for its evaluation and that of subject within the framework of debates aroused by the new currents that have animated the Romanian literary life since its emergence until the end of the twentieth century

Les intérêts théoriques, cliniques et économiques, de l'informatisation des prescriptions au sein des établissements de santé sont nombreux : diminution du nombre de prescriptions, amélioration de leur pertinence clinique, diminution des erreurs médicales... Ces béné ces restent théoriques car l'informatisation des prescriptions est, en pratique, confrontée à de nombreux problèmes, parmi lesquels les problèmes d'interopérabilité et d'utilisabilité des solutions logicielles. L'utilisation de terminologies d'interface au sein de ux de terminologies permettrait de dépasser ces problèmes. L'objectif principal de ce travail était de modéliser et développer ces ux de terminologies pour la production d'examens de biologie et d'imagerie médicale puis d'en évaluer les béné ces en termes d'interopérabilité et d'utilisabilité. Des techniques d'analyse des processus ont permis d'aboutir à une modélisation des ux de terminologies qui semble commune à de nombreux domaines. La création des ux proprement dits repose sur des terminologies d'interface, éditées pour l'occasion, et des référentiels nationaux ou internationaux reconnus. Pour l'évaluation, des méthodes spéci- ques mises au point lors du travail d'intégration d'une terminologie d'interface iconique au sein d'un moteur de recherche de recommandations médicales et d'un dossier médical, ont été appliquées. Les ux de terminologies créés induisaient d'importantes pertes d'information entre les di érents systèmes d'information. En imagerie, la terminologie d'interface de prescription était signi cativement plus simple à utiliser que les autres terminologies, une telle di érence n'a pas été mise en évidence dans le domaine de la biologie. Si les ux de terminologies ne sont pas encore fonctionnels, les terminologies d'interface, elles, sont disponibles pour tout établissement de santé ou éditeur de logiciels et devraient faciliter la mise en place de logiciels d'aide à la prescription.

The present dissertation investigates similes and their importance in Eichendorff’s narrative work. The sources of the investigation consist of seven of Eichendorff’s narratives. Their 734 similes make up the corpus, which is presented in its entirety in the appendix. The context of the similes is partly included as well. Initially, I define the concept of “simile” more precisely, partly distancing myself from the definitions found in classical dictionaries of literary terms. After this, I describe my procedure for analysis in detail. This turned out to be necessary, since there was no similar study to be found on this topic in the extensive literature on Eichendorff. The search for models of types of similes brought me back to antique rhetoric as well as to Middle High German epic poems. In the first analysis, the types of similes occurring in the corpus are presented. The syntactic structures of image receivers and image givers are used as criteria. Four structures of similes occurred: a) classical similes and b) similes with image givers, which represent adverbial clauses and c) as / as if – clauses or are d) subject-related. The frequency and the development of frequency of types of similes are presented as well. In the second step of the thesis, I investigate whether similes tend to depict conditions/qualities or procedures/actions. It turned out that similes reflecting conditions/qualities, i.e. epic similes, dominated strongly. The high number of similes could possibly be explained by the functions carried out by epic similes in narrative texts. In the third part, I concern myself with the question whether the similes of the corpus are imaginative representations only and what kind of sensorial perceptions they express. Admittedly, the dominating percentage of the similes proved to be images, but more than fifteen per cent consist of sounds and other sensorial perceptions. Furthermore, imaginative similes, but also sounding similes express motion, so that they illustrate pictures in motion and sounding motion respectively. These come close to synaesthesia, whereas only five similes illustrate „pure“ synaesthesia. In contrast, subject-related similes are perceptions of different sensations and feelings, illustrating the inner life of a character not shared by any other character. Finally, the semantic content of the similes is investigated in order to determine the metamorphosis, i.e. the trope transfer from proprium to improprium. It turned out that only the classical simile originating in antique rhetoric is suitable for a semantic analysis. Above all, there is great variation in the trope transfer. The metamorphosis human being → nature dominates strongly, which makes the narrative text appear as a palimpsest, in which yet another world glimmer in front of the human being behind every character. However, the many trope transfers that convey reality → unreality could be interpreted as transitions and as a “magical code” of Eichendorff. Furthermore, the semantic analysis uncovers content and motives of classical similes. It becomes clear that pre-constructed – and only pre-constructed - content is imitated here. Consequently, it can be asserted that Eichendorff’s great number of similes constitute or at least contribute to the formulaic manner (according to Kohlschmidt) and the intertextuality (according to Nienhaus) in Eichendorff’s narrative work. Above all, the subject-related simile type turns out to be a typical representative of Romanticism because of its subjectivism. Together with its preformed semantic content, it constitutes the “romantic formula” of Eichendorff’s work.

Centrée sur les évolutions des enseignements techniques vers les sciences de l’ingénieur, la thèse présente et discute le processus de disciplinarisation de la technologie industrielle. Les bouleversements contemporains dans les classes de lycée en révèlent la phase d’achèvement. L’analyse didactique et historique depuis la Libération, menée principalement à partir de l’étude des prescriptions et des discours repère les évolutions et les ruptures, à l’aide d’un modèle d’étude curriculaire qui focalise les missions, l’organisation (administrative et pédagogique) et l’enseignement (contenus et méthodes). Trois grandes périodes sont mises en évidence : 1) la configuration de l’enseignement technique (1945-1958), son développement et sa structuration ; 2) la secondarisation de l’enseignement technologique (1959-1984) et son incorporation dans le système éducatif unifié ; 3) la disciplinarisation de la technologie (1985-2012), sa graduelle organisation curriculaire verticale et sa nouvelle désignation sciences de l’ingénieur. Inscrite dans une dynamique à la fois sociopolitique, économique et institutionnelle, la disciplinarisation de la technologie dans l’enseignement long semble principalement déterminée par ses missions d’augmentation des qualifications. Ce long processus est marqué par l’élaboration de contenus enseignables que révèle l’étude de l’évolution de l’analyse fonctionnelle. De l’organe de machines aux systèmes pluritechnologiques, les modifications des contenus se cristallisent successivement en huit couches paradigmatiques. Au-delà de la mise au jour du processus de disciplinarisation de la technologie qui ouvre la discussion avec les travaux disponibles sur d’autres enseignements, la thèse met à disposition une histoire inédite de l’enseignement technique ainsi que les sources nécessaires pour de nouvelles recherches et indispensables pour saisir et porter les bouleversements contemporains
The PhD presents and argues that the industrial technology is becoming an academicsubject. In high schools, the contemporary changes bring to light the final phase. The didactic and historical analysis, mainly led by the study of official regulations and speeches, tracks down the evolutions and the changes, by means of a model of examination of the school disciplines focusing on the missions, the organization (administrative and educational) and the education (the programs and the methods).Three main periods are identified: 1) the configuration of the technical education (1945-1958), its development and its structure; 2) the blending of the technology in high schools (1959-1984) by the unification of the education system; 3) the technology as an academic subject (1985-2012) from the primary school to the university, newly named the engineering sciences. This process comes within socio-political, economic and institutional context and is mainly defined by its missions of increasing qualifications. The examination of the functional analysis tools, employed to study the technical systems, reveals the elaboration of teachable contents. The contents changes, from the machines organ to the multitechnological systems, have been built one after the other, according to eight paradigms. On the one hand, the PhD reveals the process of "disciplinarization" of the technology and opens the discussion on the available researches about others disciplines. On the other hand, the PhD provides an original history of the technical education, the necessary sources for new researches and for understanding and supporting the contemporary changes

Актуальність дослідження полягає в тому, що розвиток творчості та самостійного мислення є одним з найважливіших напрямків роботи школи в рамках програми «Нова українська школа». Залучення позакласних уроків читання у навчальні програми та інтеграція уроків англійської мови з елементами уроків зарубіжної літератури допоможе розвинути творче мислення та збільшити вагомість цінностей в процесі вивчення текстів іноземних письменників, а також відійти від національного культуроцентризму. Останній пункт розглядається як найбільш важливий у процесі європейської інтеграції.
Актуальность исследования заключается в том, что развитие творчества и самостоятельного мышления является одним из важнейших направлений работы школы в рамках программы «Новая украинская школа». Привлечение внеклассных уроков чтения в учебные программы и интеграция уроков английского языка с элементами уроков зарубежной литературы поможет развить творческое мышление и увеличить суть ценностей в процессе изучения текстов иностранных писателей, а также отойти от национального культуроцентризма. Последний пункт рассматривается как наиболее важный в процессе европейской интеграции.
The relevance of the research is that development of creativity and self-thinking are one of the most important directions of school functioning within the frames of “New Ukrainian school program”. The involving of extracurricular reading lessons in the educational curricular and integration of English lessons with some elements of Foreign Literature lessons will help both to develop creative thinking and values in the process of exploring texts of foreign writers, and to leave national culture centrism, making a significant contribution to raising the level of education. Last item is viewed as significantly important within the process of European integration.

By combining literary criticism, philology, and contemporary psychoanalysis, this dissertation offers an innovative interpretation of Neronian court literature (Seneca, Lucan, and Petronius). I argue that the works of these three authors thematize and embody a problematic relation between the human subject and language. Language is not conceived or represented as an inert tool that can be easily appropriated by the speaking subject, but rather as a powerful entity that may, and often does, take control of the human subject, directing it from without. Besides analyzing how Seneca, Lucan, and Petronius portray the relation between the human subject and language in the internal plots and characters of their works, I also explore the relation between these three authors themselves and language. My conclusion is that this relation is defined by unresolved ambiguities and neurotic tensions, and I suggest that this might be a consequence of the traumatizing circumstances that the three examined authors endured at Nero’s court.

碩士
義守大學
資訊管理學系碩士班
93
In Taiwan , there are a few researches focusing on the effects for students to choose the orient class , and also are lack of the global survey . Therefore , this study aims the analysis on overall aspects such as senior high students’ aptitudes , interests and subject achievement, which are ranked by the significance, as well. Designing the overall assignment bases on the early result, afterward . The references for various norms are provided by this assignment. For accommodating to the education policy change , and comforting teachers , parents and students’ dilemma when choosing orient class . This study is constructed out of various effects , such as the senior high students’ aptitude , interest and subject achievement. Expecting these actual data are able to interpret the connection between each variables and provide a valuable reference resource. This study adopts the questionnaire survey and statistical analytic method . The target students of this study are the second grade senior high ones in Kaohsiung Municipal Sanmin Senior High School who are served with ‘ High School Series Subject Achievement Examination’and“High School Students ’ Interest Examination”. The results of these two examinations and student’s subject achievement in the first year were analyzed by SPSS FOR WINDOWS 10.0 for distribution , percentage , Pearsons Production Correlation, Discriminate Analysis, etc. Wish this study could realize how personal aptitude , interests and subject achievement influence on orient class choosing and help students to understand personal value . The results of this study are: 1.Students’ subject achievement has the highest connection with choosing orient class, on the other hand, the lowest one is personal interest. 2.Those examinations；aptitude, interest, and subject achievement ones has high divination in social orient class. Especially the interest examination has the highest connection, the following one is subject achievement. 3. Students’ subject achievement has the highest conformability in practical orient class choosing, and the lowest one is personal aptitude. 4.Students have two tendencies from interest, aptitude or subject achievement examination; the result could be a reliable index. To sum up, the results of this study could provide some reasonable suggestions for senior high students, teachers and parents when choosing the orient class.

碩士
國立臺灣師範大學
音樂學系
106
This study aimed to understand the students’ learning satisfaction to music theory related subjects at junior high music -talented classes. In this research, the learning satisfaction was discussed by four parts of “environment,” “course,” “teaching method,” and “learning achievement.” It also explored the differences caused by background variables. In this research, a survey was designed and employed to investigate the students’ learning satisfaction to music theory related subjects at junior high music -talented classes. The constructed survey was distributed to 830 junior high music -talented classes students. Among 794 received surveys, 775 copies contained valid data. All survey results were processed through data analyses including the descriptive statistics, independence t-test, one-way ANOVA, and Scheffe’ Post Hoc analysis method, etc. Summaries of the survey results were listed as follows: 1.Regarding the students’ learning satisfaction to music theory related subjects at junior high music -talented classes, the overall learning satisfaction reached the level of “satisfying.” 2.The “gender” and “Major” factors did not influence the students’ learning satisfaction either from the integral perspectives or from individual aspects. 3.The factor of “area” showed differences under categories including “integral perspectives” and “environment.” 4.The factor of “school” showed differences under category of “environment.” 5.The factor of “motive to attend music -talented classes” showed differences under categories including “integral perspectives,” “course,” and “learning achievement.” 6.The factor of “music-learning background” showed differences under category of “course.” 7.The factor of “after-school practice” showed differences under categories including “integral perspectives,” “environment” and “learning achievement.” 8.The factor of “extra music theory learning” showed differences under categories including “environment” and “learning achievement.” 9.The factor of “willingness for continuous study” showed differences under categories including “integral perspectives,” “environment” and “course.” 10.The students at junior high music -talented classes thought that the difficult parts and simple parts in music theory roughly matched the arrangement of music theory books. Finally, based on these research results, this study addresses suggestions accordingly for the benefit of supervising organizations of education, schools, teachers, and future studies.

碩士
國立臺灣藝術大學
多媒體動畫藝術學系新媒體藝術碩士班
100
Physical interactive game design recently becomes the most popular issue from the Wii console game idea. How can put more intuitive control into the game is this works main purpose. Using body to feel this game’s content, and get rid of the traditional controller. “It’s a Music War.” is a 3D action role playing game prototype woks. It takes advantage of Chinese music element Do, Re, Mi, Sol, la to become the core of the gameplay. This game is using WiiRemote from Wii for the main controller. It combines the “Rhythm” of music type gameplay with our living pace.

博士
國立成功大學
中國文學系
107
The Zhouyi qi meng yi zhuan by Hu Yi-Gui, of the early Yuan Dynasty, can be divided into Nei pian and Wai pian in accordance with properties. Nei pian interpreted the Yi-ology and Wai pian the figure-ology. The classification of Zhouyi qi meng yi zhuan can be regarded as a ring of the blend of the figure-ology and Confucianism of the Sung and Yuan dynasties. Hu Yi-Gui not only pointed out that Yi wei, Jingshi yi zhuan, and Long hu jing were the far-fetched works of the later generations but also questioned about other figure-ology classics, which was agreed by most of the scholars of the Ming and Qing dynasties. Wai pian kept the version the same with that of the Tang and Sung dynasties and was quite contributive to the figure-ology literatures. Wai pian recorded eleven figure-ology classics, which were classified into four types, i.e., divination, dan tao, imitation of Zhouyi, and diagram, by the writer of this study. There were five books belonging to divination, including Yi wei, Jiao shi yi lin, Jing shi yi zhuan, Guo shi dong lin and Wei shi yuan bao. Zhou yi can tong qi and Long hu jing fell into the category of dan tao and continued the universe model of Zhouyi’s dichotomy of yin and yang.

Biosystem variations may occur as a consequence of climate change. Analysis of both modern and paleo-proxy climate data indicates several places on Earth that show biosytem variations possibly resulting from changes in climate. In this thesis, a global land cover classification data set is used to partition the globe into seven re¬gions to study surface temperature changes over different vegetation/surface classes. Statistically significant warming is found from the year 1900 over all regions (except for the ice sheets over Greenland and Antarctica). Outputs from three coupled cli¬mate models (CGCM2, HadCM2 and Parallel Climate Model) are then adopted to examine the detection and attribution of surface temperature trends over the vari¬ous vegetation classes for the past half century. An anthropogenic warming trend is detected in six of the seven regions, which means that anthropogenic activities may have caused detectable influences in the regional surface temperature changes of the past half century. Observed trends are consistent with those simulated in response to greenhouse gas and sulphate aerosol forcing except over tropical forest and water where the models overestimate the warming. The similarity between the resultant scaling factors for each region from the different models underscores the reliability of our detection results.

This report presents a case study evaluation of a shared subjects scheme presently being conducted by two single -sex Catholic colleges, St Mary's and St Joseph's. The evaluation took place between the months of July and October, 1993.

The sharing of subjects between the two colleges began in 1992. The participants in this study were four Year 12 classes, the first students to complete two years of the scheme, and four of their teachers. Within the classes six boys and six girls were "targetted". The focus of the evaluation was an analysis of the attitudes and beliefs of the students and teachers as they related to the areas of teaching methodology and practices, subject content, discipline, relationships between the sexes and the classroom environment. The Year 12 students were surveyed and their classes observed, with additional data being obtained from the twelve students through interviews and journals. Their teachers also were surveyed, observed and interviewed. At the request of the St Mary's Administration, the Year 11 students were surveyed, and the results of this survey, plus those of their teachers , were included in the report.

The overall conclusion of the study was that the shared subjects scheme should continue, but with modifications. The findings reflected two levels of concern. The first related to the basic day-to-day functioning of the scheme. Issues raised by both teachers and students included the time lost in travelling between the two schools, the failure of "normal" teacher - student relationships to develop, and problems arising from insufficient communication between the two schools.The second involved the subtleties and complexities of relationships, whether between student and teacher, or student and student. Perceived differences in attitude and behaviour between the sexes were the most influential factors in these relationships. Of particular relevance was the sense of "ownership" which the girls felt for their college, and their perceptions of the boys as "intruders". Differing expectations as to what was appropriate behaviour were also source of conflict between the boys and the girls. Changes in the teachers' persona and practice due to the classes becoming coeducational were viewed unfavourably by the students in both schools.

At the conclusion of the evaluation a report was presented to the Administration Teams of both of the colleges. On the basis of the recommendations made in the report, major changes were made in the implementation of the shared subjects scheme in 1994. These included an orientation program for students, changes in timetabling to reduce the amount of time lost in travelling, a widening of the shared curriculum to include more "non-traditional" subjects, and increased "advertising" concerning the sharing of subjects between the two schools.

As Multi-Protocol Label Switched (MPLS) networks increase in usage and size, the number of traffic engineered tunnels or Label Switched Paths (LSPs) which must be established has an impact on network state maintenance, administration and scalability. The ability to signal and meet Quality-of-Service (QoS) requirements in such networks has been addressed through the addition of Differentiated Services (Diff-Serv) mappings and other traffic engineering mechanisms. However, for the purpose of path computation, route advertisements, signaling and admission control, multiple traffic classes carried together are still treated as a single class. This work explores extensions to MPLS which allow for the accommodation of up to eight distinct traffic classes per label switched path. Through an examination of simulation results. a comparison between existing methods and the proposed additions is made that shows scenarios in which such traffic class aggregation or "bundling" provides a significant reduction in the number of paths which must be maintained in the network.

碩士
國立臺南大學
國語文學系中國文學碩士在職專班
102
The study is based on the test questions of the Chinese subject in 2-year and 4-year TVE Joint College Entrance Examination during the 12 years from 2002 to 2013. It applies Inductive Method to divide the test questions into meaning of words, meaning of sentences, meaning of paragraphs, others, and reading comprehension. In addition, it emphasizes the division of test question levels and question solving skills on the reading type. The study analysis is as follows: 1. In the test questions, the ones of meaning of sentences and reading account for higher percentage. Both focus more on the reading comprehension. Therefore, if one hopes to get higher scores in this test, he or she should always cultivate reading habits so that the person can score high when attending the exam with the trend of reading question types. 2. In the aspect of drawing up test questions, the questions are fixed every year. Hence, one can grasp the question types and question solving skills. It is not difficult to score high in this exam. 3. As for the respect of the reading test, the way of drawing up questions is mostly high-level reading in the language test. However, when including it in the PIRLS classification, it is insufficient in the comparative appraisal level of the explanation and comprehension type, which indicates the inferior performance of Taiwanese students attending PIRLS. When it comes to another classification of reading comprehension, inference and judgment training, the performance is in lack of judging the author’s manner, which plays an important role in an article. 4. The reading skills of the classical Chinese are different from the vernacular Chinese. The classical Chinese has some specific usage. To memorize and practice the specific usage help students read and understand the classical Chinese.

This thesis is on the development of a few constitutive theories characterising the thermo-mechanical response of polymers. In proposing the theories, some aspects of non-classical continuum mechanics are used. The first few constitutive theories predict the extrinsic and intrinsic mechanical behaviour of different types of polymers across a wide range of ambient temperature, loading rate, and/or solvent concentration. Varied response features characterised by strikingly contrasted timescales are observed as the conditions are altered. For example, for thermoplastics, hyperelastic response is observed for high temperatures or low loading rates. In contrast, the response is nearly viscoplastic at low temperatures or high loading rates. For a unified, seamless modelling approach to transitions across the timescale separated behavioural characteristics, a thermodynamic framework based on effective temperature is used. Separate theories have been constituted for thermoplastics, block-copolymers, and hydrogels, all within this thermodynamic setup. Here a thermodynamic system is split into configurational and kinetic-vibrational subsystems, which are weakly coupled by heat exchange. The configurational subsystems are characterized by states that evolve over larger time scales than the kinetic vibrational subsystem, which evolves with a time scale of atomic vibrations. One or more configurational subsystems are defined for describing submacroscopic phenomena involving multiple time scales or different relaxation rates. Depending on the relaxation processes, the configurational subsystems are chosen. While for thermorheologically simple thermoplastics, a single configurational subsystem is sufficient to capture relaxation, multiple configurational subsystems are necessary for thermorheologically complex polymers such as thermoplastic elastomers, especially to capture such complex phenomena as Mullin's effect. The rate of heat exchange between the configurational and kinetic vibrational subsystems is governed by the structural relaxation time. In the case of thermoplastics and block copolymers that do not contain a solvent, the structural relaxation time may be a function of the ambient temperature. However, for hydrogels, the relaxation time requires to be a function of the solvent concentration as well. All the three constitutive models are validated against experimental observations reported in the literature. They successfully capture the salient features of mechanical response across temperature or rate or solvent phase transition. Besides, the model for block-copolymers is shown to have features that enable it to be used as an effective design tool for the composition, given the requirement of an effective glass transition temperature. In addition to the viscoelastic theories, a brittle damage model for compressible elastomers is also developed. This theory is grounded in non-Euclidean geometry wherein the kinematic variables are derived considering the assumption that, upon damage, the material body no longer remains Euclidean but assumes the structure of a Riemannian manifold. Also, the energy of surface creation due to cracks is assumed to be a function of the Ricci curvature. The theory is used in several numerical simulations. The observations from some of these simulations are used to highlight the superior features of the geometry-driven approach vis-\'a-vis a second-order phase field theory involving a quadratic degradation function.

In this thesis, a non-local continuum approach coupled with the phase-field theory and Jones-Wilkins-Lee (JWL) equation of state (EOS) is proposed to model and simulate blast-induced fracture in brittle materials. Also, we study the evolution of field variables in the underground explosion of steel fiber reinforced concrete (SFRC). For numerical implementation, we have used a non-ordinary state-based peridynamic theory coupled with a diffusive phase-field damage approach. Moreover, JWL EOS from the family of isentropes has been formed, and finally, the constitutive relations have been arrived with the help of the JWL EOS. As the conventional equation of motion cannot capture the discontinuities in the damaged portion of the material, derivative-free integro-differential equations of motion have been used in line with the peridynamics approach to overcome the limitation of the conventional equation of motion. The motivation for using non-ordinary state-based (NOSB) peridynamics (PD) over the bond-stretch-based (BSB) or bond-energy-based (BEB) models comes from the fact that the applicability of BSB and BEB models are only limited to materials with Poisson's ratio 1/4. We have introduced a dynamic failure mechanism due to blast-induced stress wave propagation in rock media, generated due to the pressure of a high-velocity gaseous detonator. Furthermore, an expansion of stress wave in the SFRC mass due to the underground explosion of highly pressurized detonators (Iregel 1175U) has been studied in this thesis. A program-burn algorithm inside the JWL EOS has been implemented to model rock fragmentation. A predictor-corrector explicit time integration scheme has been used to update the field variables at every time step. The phase-field damage can capture well the explosive-induced fracture in rock media and damage in the SFRC medium for the underground explosion. The current numerical approach suggests a versatile physics-oriented future model for this class of problems. The formulation proposed in the thesis has been validated against two numerical benchmark tests and has shown good predictive quality.

Compound droplets are utilized in applications ranging from the preparation of emulsion to biological cell printing and additive manufacturing. Here, we report on the impact dynamics of a compound hollow droplet on a solid substrate. Contrary to the impact of simple droplets and compound droplets with liquids of similar densities, the compound droplet with an encapsulated air bubble demonstrates the formation of a counterjet in addition to the lamella. Here, we experimentally investigate the influence of the size of the air bubble, liquid viscosity, and height of impact on the evolution of counterjet and the spreading characteristics of the lamella. For a given hollow droplet, the volume of the counterjet is observed to depend on the volume of air and liquid in the droplet and is independent of the viscosity of the liquid and impact velocity of the droplet. We observe that the spread characteristics, counterintuitively, do not vary significantly compared to that of a simple droplet having an identical liquid volume as the hollow droplet. We propose a model to predict the maximum spread during the impact of a hollow droplet on a substrate based on the energy interaction between the spreading liquid and the liquid in the counterjet during the impact process. Furthermore, the maximum spread diameter during the impact of a HD obtained using the model developed is in excellent agreement with that observed in experiments.

This thesis dwells upon several aspects of continuum mechanics and thermodynamics to model elastic and inelastic response of solids. Broadly, the work presented may be categorized into two parts{ one focusing on the development of generalized continuum description in the context of elastic materials and the other on the thermodynamics of dissipative processes whilst considering, in some detail, the physics of deformation too. The first part begins with the proposal for a state-based micropolar peridynamic theory for linear elastic solids. The main motivation is to introduce additional micro-rotational degrees of freedom to each material point and thus naturally bring in the physically relevant material length scale parameters into peridynamics. Non-ordinary type modelling via constitutive correspondence is adopted here to de ne the micropolar peridynamic material. Along with a general three-dimensional model, homogenized one dimensional Timoshenko type beam models for both the proposed micropolar and the standard non-polar peridynamic variants are derived. The efficacy of the proposed models in analyzing continua with length scale effects is established via numerical simulations of a few beam and plane-stress problems. Continuing with our e ort in developing homogenized reduced dimensional models, a state-based peridynamic formulation for linear elastic shells is presented next. The emphasis is on introducing, perhaps for the first time, a general surface based peridynamic model to represent the deformation characteristics of structures that have one geometric dimension much smaller than the other two. A new notion of curved bonds is exploited to model force transfer between the peridynamic particles describing the shell. Starting with the three dimensional force and deformation states, appropriate surface based force, moment and several deformation states are arrived at. Upon application on the curved bonds, such states yield the necessary force and deformation vectors governing the motion of the shell. The peridynamic shell theory is numerically assessed against simulations on static deformation of spherical and cylindrical shells and those on at plates. As a transition to the second part of the thesis, our next work shares features of the first part (micropolarity and homogenization) as well as the second (equation with viscous force, i.e., dissipative process). Starting with a micropolar formulation, known to account for nonlocal microstructural effects at the continuum level, a generalized Langevin equation (GLE) for a particle, describing the predominant motion of a localized region through a single displacement degree-of-freedom, is derived. The GLE features a memory dependent multiplicative or internal noise, which appears upon recognising that the micro-rotation variables possess randomness owing to an uncertainty principle. Unlike its classical version, the new GLE qualitatively reproduces the experimentally measured fluctuations in the steady-state mean square displacement of scattering centers in a polyvinyl alcohol slab. In the second part of the thesis, a series of physically motivated models for dislocation mediated thermoviscoplastic deformation and micro-void mediated ductile damage in metals are proposed. The methodology of modelling brittle damage also constitutes another part of discussion. The models are, in essence, posited in the framework of internal-variables theory of thermodynamics, wherein effective dislocation densities, void volume fractions etc., which assume the role of internal variables, track permanent changes in the internal structure of metals undergoing plastic deformation and damage. The thermodynamic formulation involves a two-temperature description of viscoplasticity and damage that appears naturally if one considers the thermodynamic system to be composed of two weakly interacting subsystems, namely, a kinetic- vibrational subsystem of the vibrating atomic lattices and a con gurational subsystem of the slower degrees-of-freedom of defect motion. While most of the models are proposed satisfying the thermodynamic requirements asserted by the second law, one specific interest, however, has been to explore the possible application of a fluctuation relation that subsumes the second law of thermodynamics en route to deriving the evolution equations for the internal variables. Full- edged three-dimensional continuum formulations, valid for the finite deformation regime, are also set forth. Several numerical exercises, including impact dynamic simulations, are carried out and validated against experimental data.

Exchange between musical cultures has always occurred, but in the age of the global music industry, marketing categories have multiplied and often created boundaries between musics. Today the term “crossover” is attached to many of the musical exchanges that occur across these boundaries. One such exchange is represented by the intersection between Western art music string instruments and popular musics. A well-known commercial niche, this particular crossover is often discussed in popular media, but has been examined by relatively few music scholars. By way of addressing this gap, this study considers the crossover between Western art music string instruments and popular musics in the context of extra-musical promotion and critical reception. It examines four artists in the period 1995 to 2005. These four examples are: U.K./Australian string group bond; Australian string group FourPlay; U.K. violinist Nigel Kennedy; and U.K. violinist Vanessa-Mae. It also draws on other relevant cases to illuminate the discussion. The primary aim of the study is to discover and analyse the complex ways that parties engage, consciously or unconsciously, with the term “crossover”. The inherent complexity of the term is not commonly captured by scholarly musical writing since crossover is often regarded simply as a marketing term. The study begins by establishing the scholarly and popular context of the crossover between the Western art music string tradition and popular forms. Nine constructions or layers of meaning evoked by the term “crossover” are then identified. In the context of each of these nine constructions, the work continues by exploring how the term “crossover” is used in the promotion and critical reception of the examples. It is argued that crossover is constructed as a marketing category, to mark individuality, to provide media shortcuts and signposts, to evoke associations of prestige and of credibility, to increase accessibility, to encourage confrontation and to take part in larger musical debates. This research thus identifies multiple layers of meaning evoked by the term that are “subject to change” and that, in turn, illuminate deeper social and cultural implications of “crossingover”, ones which no doubt themselves continue to change.
Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2008

Exchange between musical cultures has always occurred, but in the age of the global music industry, marketing categories have multiplied and often created boundaries between musics. Today the term “crossover” is attached to many of the musical exchanges that occur across these boundaries. One such exchange is represented by the intersection between Western art music string instruments and popular musics. A well-known commercial niche, this particular crossover is often discussed in popular media, but has been examined by relatively few music scholars. By way of addressing this gap, this study considers the crossover between Western art music string instruments and popular musics in the context of extra-musical promotion and critical reception. It examines four artists in the period 1995 to 2005. These four examples are: U.K./Australian string group bond; Australian string group FourPlay; U.K. violinist Nigel Kennedy; and U.K. violinist Vanessa-Mae. It also draws on other relevant cases to illuminate the discussion. The primary aim of the study is to discover and analyse the complex ways that parties engage, consciously or unconsciously, with the term “crossover”. The inherent complexity of the term is not commonly captured by scholarly musical writing since crossover is often regarded simply as a marketing term. The study begins by establishing the scholarly and popular context of the crossover between the Western art music string tradition and popular forms. Nine constructions or layers of meaning evoked by the term “crossover” are then identified. In the context of each of these nine constructions, the work continues by exploring how the term “crossover” is used in the promotion and critical reception of the examples. It is argued that crossover is constructed as a marketing category, to mark individuality, to provide media shortcuts and signposts, to evoke associations of prestige and of credibility, to increase accessibility, to encourage confrontation and to take part in larger musical debates. This research thus identifies multiple layers of meaning evoked by the term that are “subject to change” and that, in turn, illuminate deeper social and cultural implications of “crossingover”, ones which no doubt themselves continue to change.
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Thesis (Ph.D.) -- University of Adelaide, Elder Conservatorium of Music, 2008

This thesis argues that the bird depicted in art found in funerary contexts of the Greek Bronze Age is a representation of the soul released from the body. This conclusion was reached by tracing the origins of the avian qualities of the winged psyche present in Classical funerary art. The soul begins as a bird in the Bronze Age in certain funerary contexts and this continues in the Geometric period. In the Archaic period, the soul takes on human characteristics and it is represented by a figure with human head and feet but a bird body with wings. In the Classical period, the soul is mostly human with only wings remaining as a vestige of the avian origin. These soul-birds appear in art found in funerary contexts that depict some stage of the funerary ritual. The thesis begins by discussing the Greek concept of the soul and how it was first conceived as several different entities but then became unified under the term psyche. The main evidence in this first chapter is the Homeric epics, which date to the eighth century BC, the mythic cycle of Orpheus. which was popular in the sixth century BC, and the philosophy of Plato from the fourth century BC. The progression of the soul toward a unitary model is important to this argument because it complements the increasing amount of human qualities that the bird in art acquires. Chapter Two outlines the funerary customs of the ancient Greeks in order to show how the Greeks treated the dead body and to show how they may have perceived the soul. Chapter Three details some of the scholarship on the birds including early theories about the soul as a bird. The most popular theory is that the bird represents a divine epiphany, meaning a manifestation of the divine in this world, but it is applied uncritically and it is not always appropriate for the bird in funerary art. Chapters Four, Five, and Six discuss the art of the Bronze Age, Geometric period. and the Archaic and Classical periods, respectively. The overall conclusion of this thesis is that the bird in funerary art of the Bronze Age can represent the soul of the deceased in some funerary contexts and it is the antecedent of the winged souls of the art in the Classical period. The aim is not to disprove the theory of divine epiphany in bird form, but to assert and highlight another possible interpretation in order to open up other avenues of interpretation and to shed light on Greek conceptions of the soul.

For effcient design of the nano/micro scale structural systems, detailed analysis and through understanding of size-dependent mechanical behaviour at nano/micro scale is very critical. Various approaches have been used to investigate the mechanical behaviour of small scale structures, for instance, experimental approach, atomistic and molecular dynamics simulations, multi-scale modelling, etc. However, the application of these methods for practical problems have their own limitations, some are very cumbersome and expensive, others need high computational resources and remaining are mathematically involved. The non-classical continuum theories with micro-structural behaviour have proven to be very efficient alternative, which assures reasonable accuracy with less complexity and computational efforts as compared to other approaches. The non-classical theories are governed by higher order differential equations and introduce additional degrees of freedom (related to curvature and triple derivative of displacements) and material parameters to account for scale effects. A considerable amount of analytical work on beams and plates is conducted based on these theories, however, numerical treatment is limited to only few speci fic applications. The primary objective of this research is to develop a comprehensive set of novel and effcient differential quadrature-based elements for non-classical Euler-Bernoulli beam and Kirchhoff plate theories. Both strong and weak form differential quadrature elements are developed, which are fundamentally different in their formulation. The strong form elements are formulated using the governing equation and stress resultant equations, and the weak form elements are based on the variational principles. Lagrange interpolations are used to formulate the strong form beam elements, while the weak form beam elements are constructed for both Lagrange and Hermite interpolations. The plate elements (strong and weak) are developed using two different combinations of interpolation functions in the orthogonal directions, in the first choice, Lagrange interpolations are assumed in both orthogonal directions and in the second case Lagrange interpolation are assumed in one direction and Hermite in the another. The capability of these elements is demonstrated through non-classical Mindlin's simpli ed fi rst and second strain Euler-Bernoulli beam / Kirchhoff plate theories, which are governed by sixth and eighth order differential equations, respectively. The accuracy and applicability of the beam elements is veri fied for bending, free-vibration, stability, dynamic/transient and wave propagation analysis, and the plate elements for bending, free-vibration and stability analysis. The strong form differential quadrature element developed for first strain gradient Euler- Bernoulli theory demonstrated excellent agreement with the exact solutions with less number of nodes for static, free vibration and buckling analysis of prismatic and non-prismatic beams for different combinations of boundary conditions, loading and length scale parameters. Similar performance was demonstrated by the weak form quadrature element which was formulated using Hermite interpolation functions. The Lagrange interpolation based weak form quadrature element exhibited inferior performance as compared to the above two elements, and needed more number of nodes to obtain the accurate results. Good performance was shown by both strong and weak form differential quadrature elements for dynamic and wave propagation analysis. With fewer number of elements and nodes the velocity response and the group speeds were predicted accurately using these elements. Based on the finding it was concluded that the beam elements produced accurate results with reasonable number of nodes and can be effciently applied for different analysis of non-classical Euler-Bernoulli prismatic and non-prismatic beams for any choice of loading, boundary conditions and length scale parameters. The performance of strong and weak form beam elements developed for second strain gradient Euler-Bernoulli beam theory was also validated for static, free vibration, stability, dynamic and wave propagation analysis. Similar performance was demonstrated by the weak and strong form beam elements developed for second strain gradient Euler-Bernoulli beam theory. The strong form elements developed for fi rst strain gradient Kirchhoff plate theory demonstrated excellent performance for static bending, free vibration and stability analysis. Deflections, frequencies and buckling loads obtained using the single element with fewer number of nodes compare well with the exact solutions for different loading, boundary conditions and length scale values. The results obtained using the weak form quadrature elements also compared well with available literature results, however, for the plates which include one or more clamped edges need more number of nodes to obtain converged solutions as compared to the strong form elements. This aspect of weak form quadrature elements needs further investigation. Similar set of strong and weak form DQ elements developed for second strain gradient Kirchhoff plate theory also exhibited similar performance for static bending, free vibration and stability analysis.

This thesis examines the programmatic use of rare Homeric words in the epigrams of Callimachus. Particular interest is taken in hupar.r Iegwnena, words that occur only once in the Homeric corpus. The initial task of the thesis is to establish context for the epigrams by placing Callimachus in his historical and cultural milieu. Then a detailed study of five key epigrams, 1, 2, 3, 34 and 54 Gow-Page (AP 12.102, 12.43. 12.1.50, 7.80 and 7.89), is undertaken. In each of these poems. Callimachus uses allusion to Homer in order to express his literary aesthetic. Callimachus explores ideas such as the tension between his role as both a scholar and a love poet. the concept of immortality through poetry, and the importance of originality and concision in the creation of poetry. These ideas are more than just themes in Callimachus' poetry: they also serve as programmatic statements for his epigrams.

Alcman's Partheneion has a deserved reputation as an ambiguous and allusive fragment of Greek poetry; it has engendered a great amount of debate regarding every facet of the poem. This thesis investigates the ritual context and the propitiated deity of the Partheneion from an inter-cultural perspective. I integrate the relationship which flourished between Greece and the Near East with Alcman's poetry. This approach aims to situate the poem in the larger world of the Eastern Mediterranean and connect it to traditions of female goddesses worshiped in biblical Israel, Phoenicia and ancient Babylon. I also demonstrate that there are connections between the ritual context of Alcman's poetry, sung and danced by a chorus of young women, to similar cults celebrated by cultures throughout the Near East, both contemporaneous as well as more ancient.

Euripides’ Alcestis and Medea are plays about a woman of exemplary virtue and a woman of horrible vice, respectively. This thesis examines how both heroines have a subjectivity that is destructive because they are female, and which is expressed by making deals with men. Women’s deal-making is dangerous because it conflicts with a system of exchange exclusive to men, in which women function as objects of exchange which solidify men’s homosocial bonds. Alcestis’ and Medea’s deals with men disrupt these bonds. Alcestis’ dangerous subjectivity is contained when she is made the passive object of exchange between men, while in Medea’s case, the absence of deals between men allows the uncontained effect of her deal-making to destroy her family and community. Comparison of the plays shows that the suppression of women’s deal-making, and not the benign or malicious intent of the deal-maker, is crucial to the happy resolution of the play.

Recent technique advances have made sensor nodes to be smaller, cheaper and more powerful. Compared with traditional centralized sensing systems, wireless sensor networks are very easy to deploy and can be deployed densely. They have a better sensing coverage and provide more reliable information delivery. Those advantages make wireless sensor networks very useful in a wide variety of applications. As one of active research areas, acoustic monitoring with wireless sensor networks is still new, and very few applications can recognize human voice, discriminate human speech and music, or identify individual speakers. In this thesis work, we designed and implemented an acoustic monitoring system with a wireless sensor network to classify human voice versus music. We also introduce a new, effective sound source localization method, using Root Mean Square (RMS) detected by different nodes of a wireless sensor network to estimate the speaker's location. The experimental results show that our approaches are effective. This research could form a basis for further developing speech recognition, speaker identification, even emotion detection with wireless sensor networks.

This study considers the role of tragedy in Ovid’s Metamorphoses as demonstrated in four different episodes, those of Cadmus, Hercules, Hippolytus, and Medea. I have identified two main themes that the episodes share, namely, generic tension, particularly between epic and tragedy as emphasized by intertextual allusion to Virgil’s Aeneid, and the use of apotheosis as a means of not only transforming the character in question, but also signalling a generic shift, more appropriate for Augustan Rome. However, Ovid’s treatment of tragedy varies dramatically from one narrative to the next. Cadmus’ civic foundation is plagued with tragic themes and his apotheosis occurs only by later substitution. Hercules and Hippolytus achieve relatively standard deifications by pushing past the boundaries of their tragedies, but their refashioned selves are called into question. And the apparent apotheosis of Medea is even less straightforward, as she appears forever preserved in tragedy through meta-literary self-consciousness.

Работа посвящена проблеме репрезентации в изобразительном искусстве. Феномен репрезентации, традиционно связанный с классической парадигмой, рассматривается в качестве более широкой категории, применимой к изобразительному искусству также на протяжении неклассического этапа его развития. Предметом исследования выступают способы функционирования механизма репрезентации в изобразительном искусстве классической, модернистской и постмодернистской парадигм. Работа построена на анализе философско-эстетических представлений, касающихся сферы изобразительного искусства, а также эстетических и историко-культурных исследований, которые касаются вопросов, раскрывающих проблему репрезентации в изобразительном искусстве различных эпох.
The master's thesis is devoted to the problem of representation in fine art. The phenomenon of representation is traditionally connected with classical paradigm but in this research it is considered as superior category applicable to non-classical period of fine art’s development. The object of research is concerned with ways of functioning of the representation mechanism in fine art of classical, modernist and post-modernist paradigms. The research work is constructed on the analysis of the philosophical and esthetic ideas concerning the sphere of fine art, and also historical and cultural researches concerning the problem of representation in fine art of various cultural periods.

La Sibylle est a la fois une figure mythologique et religieuse, Dans l'Antiquité elle devient également un personnage épique qui figure, par exemple. dans l’Éneide de Virgile. De plus, au Moyen Age, la Sibylle - devenue personnage romanesque apparaît sous forme d'une fée dans la tradition arthurienne. Dans cette these, j'explore - à travers l'analyse des discours sur la Sibylle dans dans Le chemin de longue étude (1402-03) de Christine de Pizan et Le paradis de la Reine Sibylle (1437-8) d'Antoine de la Sale, le repérage des intertextualités aussi bien que les contextualisations historiques et culturelles - l'utilisation littéraire de cette figure religieuse de la Sibylle au XVe` siecle. Le genre expérimental de l'autobiographie des deux textes permet aux écrivains de créer, par l'inclusion (Christine) ou une prise de distance (Antoine) des traditions sibyllines existantes, deux Sibylles nouvelles qui marquent, dans ce contexte littéraire, l'accession au livre de la parole féminine.

碩士
國立彰化師範大學
特殊教育學系所
98
Abstract This research aims at investigating the practice situation of the PE subject for the special education classes of the junior high and elementary schools in Tainan City and Tainan County. Also, the different situations of “the needs “and “the execution” arisen from PE teachers with different backgrounds have been analyzed. The subjects investigated are special education teachers in above mentioned schools. The research tool adopted is Questionnaire, which gained 138 effective samples. Data from the samples has been statistically analyzed via Frequency Distribution, Mean Value, t Test, and ANOVA. And the findings are as the following: 1. So far as the sampled teachers’ basic information is concerned, over 95% of them graduated from universities and have received professional training for special education. At presence, over 60% of them are performing jobs as PE teachers, and 80% of them had been teaching PE. However, 95% of these teachers don’t have related PE backgrounds for teaching students in special need, and 50% of them have not engaged in related study or possessed necessary credits for the job. 2. Viewing from an overall aspect, the degree of requiring special education teachers to teach PE has reached the level of “VERY HIGH”; while in the field of fulfilling, it stays on the stage of “PARTIALLY DONE”. 3. Inspecting from each dimension, the teachers’ needs in “Curriculum and Teaching”, “Goal Setting and Assessment”, “Professional Know-how and Cooperation”, and “Administration Supports and Teaching Equipment” have gone up to the “URGENT” degree. The teachers’ practice in “Goal Setting and Assessment” and “Curriculum and Teaching” is at the level of “ABOUT DONE”. As to “Administration Supports and Teaching Equipment” and “Professional Know-how and Cooperation”, they are at the point of “PARTIALLY DONE”. 4. As far as the overall demands from PE curriculum are concerned, special education teachers in different education phases in junior high and elementary schools do have distinct needs. Likewise, the differences can be seen in executing their jobs.