Dissertations / Theses on the topic 'Thematic transformation'

Post-traumatic stress disorder (PTSD) is a common psychological effect of military combat. However, little empirical research has been done to highlight specific complications and needs in treating this population, and even less has been done using the psychedelic drug MDMA. This study used the qualitative research method of thematic analysis to explore the lived experiences of combat veterans engaged in MDMA-assisted psychotherapy for PTSD. This study reviewed video, as well as narrative data from MDMA psychotherapy sessions. Thematic analysis was used to analyze the transcribed audio data. The specific primary aim of the present study was to investigate the following research question: What is the lived experience of combat veterans in MDMA-assisted psychotherapy sessions, and how can this experience be understood through a psychotherapeutic perspective on well-being? Exploration of psychoanalytic and transpersonal aspects of the psychotherapy process are highlighted in their facilitation of healing in combat veterans.

Vaughan Williams composed nine symphonies of diverse character and style and each of fine quality. Because of the span of Vaughan Williams's symphonic career over many years (1903-1958) and because of the newly active musical climate in England during his years of symphonic production, these works are of considerable historical as well as analytical interest. There is much literature of differing kinds - analytical, social, historical, and critical - devoted to the works, mainly by leading English writers over the decades. Notwithstanding the bulk and quality of discussion, there is a noticeable lack of extensive analysis of the kind which seeks to elucidate and interpret the manner in which symphonic conflicts central to each of the symphonies is expressed. The lacuna of comprehensive analysis has retarded progress in the understanding not only of Vaughan Williams's symphonic works, but also toward a fuller understanding of developments in the twentieth-century English symphony, in relation to which these works are of such seminal importance. For this reason, it is the intention of this study to present an isolated examination of Vaughan Williams's Symphony No. 4 in F Minor. The investigation will be divided into two parts, the first, analytical and the second, an historical interpretation of the evidence presented in part I. The study begins with an expository analysis of the thematic, formal and tonal structures, and harmonic and contrapuntal techniques peculiar to the fourth symphony. The analysis is intended to lay a groundwork for the more particular considerations which follow. The purpose of the second chapter is to bring to light the central issues, features, and conflicts of the symphony: structurally pervasive motivic ideas, thematic transformations and interrelationships, and structurally significant dissonances. The second part of the thesis includes an investigation of particular influences on the fourth symphony evident from the analysis of part I and through external documentation. Chapter IV, which concludes part II, is subdivided into three parts: 1) a comparison between No. 4 and Vaughan Williams's other symphonies in order to determine its significance within the composer's total symphonic output; 2) a study of Vaughan Williams's participation in English symphonic developments of the twentieth century and the significance of the fourth regarding the musical atmosphere in England at the time; and 3) an examination of Vaughan Williams's general contribution to, and the particular historical place of No. 4 within, nineteenth- and twentieth-century lines of symphonic development. The analysis reveals that the Symphony No. 4 has a progressive network of thematic transformations and an underlying pattern of manifestations of the symphony's initial motivic dissonance. The consideration of the fourth symphony's historical importance discloses the role of the work as a catalyst upon Vaughan Williams's symphonic oeuvre toward a more sophisticated approach to harmonic, motivic, thematic and formal structure, the effects of which were witnessed immediately in the Symphony No. 5. The thesis exposes Vaughan Williams's contribution to conservative structural innovation in the twentieth-century symphony and his strongly individual stylistic interpretation of traditional symphonic thought.
Arts, Faculty of
Music, School of
Graduate

Austrian-born composer Max Steiner (1888-1971), who moved to Hollywood, California (U.S.A.) in 1929, brought to the American cinema a style of composition inspired by the works of Richard Wagner, Gustav Mahler and Richard Strauss. In spite of his profound influence on this new style of American music, very little detailed analysis of his film scores has been done. Biographical information is presented here with emphasis on the events leading up to and including the composition of the Academy-Award-winning score for the 1942 Warner Brothers film, Now, Voyager. The process of film score analysis is also briefly discussed, as well as the availability of unpublished film scores at various film archives in the United States. The body of this paper presents a detailed analysis of the harmonic, melodic and rhythmic elements that make up the seven main themes in the Now, Voyager score, as well as the transformation of those themes throughout the film. Leitmotifs and changes in tonality are an important part of this style, and they demonstrate a strong late-nineteenth-century romantic influence. These seven themes are consistently associated with the specific characters and situations as the film's narrative progresses. The relationship between these themes and the narrative of the film is discussed. Like Wagner and Strauss, Steiner has assigned themes to each main character and situation, and he applies the leitmotif technique to each of these themes. The consistency with which these themes occur simultaneously with their corresponding characters or situations on the screen is obviously intentional. The timing of these musical events in synchronization with the visual images is always very precise. Attempting such precise timing, however, could have easily resulted in a score that lacks any kind of unity or structure. The fact that all of these musical events are put together to form a logical and coherent score clearly exhibits a great sense of craftsmanship.

Thesis (D.M.A.)--University of North Texas, 2007.
System requirements: Adobe Acrobat Reader. Accompanied by 4 recitals, recorded Mar. 31, 2003, Nov. 10, 2003, Mar. 29, 2004, and Mar. 8, 2007. Includes bibliographical references (p. 42-43).

In April 1997 Kainos Community in HMP The Verne, Dorset, England became the first faith-based prison unit to be established in the Western world. The foundations and ethos of Kainos are based on Christian concepts of ‘loving your neighbour’ and forgiveness. The community operates as a hybrid therapeutic community (TC) and cognitive behavioural programme (CBP). It is open to and inclusive of prisoners of all faiths and none. The aim of this study is to explore the Kainos community ethnographically, guided by the principles of grounded theory and thematic analysis, in order to investigate whether or not Kainos ameliorates some of the de-humanising aspects of prison, and if so, how it rehumanises the prison space. Theoretically, this study highlights the dehumanisation of imprisonment, and illuminates the role that a holistic, Christian-based approach can play in terms of making the prison environment ‘more human’. My findings reveal that on Kainos there are physical, liminal and spiritual spatial mechanisms, in which a family of sub-themes interact to enable flourishing to occur. Kainos has created a physical space in which spaces of architecture and design; sensory experience; movement; and home interact to enable flourishing, whereby prisoners feel ‘more homely’, ‘free’, safe, and calm. Kainos has created a liminal space in which spaces of atmosphere; identity; home; and creativity interact to enable flourishing, empowering prisoners in their self-expression; as a cathartic tool; and as a means of regaining or creating a new identity. Kainos has created a spiritual space in which spaces of Christian activism, love, and forgiveness enable self-worth, healing, transformation, and meaningful change. The implication is that Kainos has created spaces of flourishing, safety and peace within an otherwise dehumanising carceral space, and this plays an important role in the process of transformational change imperative in the desistance process. If society must have prisons, this study concludes that Kainos provides a model for how they should be.

Den digitala lärplattformen Canvas introducerades på Kungliga Tekniska Högskolan(KTH) 2016. De flesta lärare började använda plattformen 2017, men övergången till ett nytt system har sina svårigheter. Den här studien har undersökt vad som påverkar lärarnas användande av Canvas, samt hur lärarna har gått tillväga för att lära sig att använda verktyget. Målet med studien har varit att undersöka hur KTH kan utveckla stödet för lärarna och hur Canvas kan förbättras för att underlätta användandet. I studien har sju matematiklärare intervjuats om sina upplevelser. Urvalet gjordes målinriktat i syftet att belysa problemområden som kan upplevas av lärare, vilket därför speglas i resultaten. Samtliga intervjuer genomfördes strax innan KTH övergick till digitalundervisning i samband med covid-19-pandemin. Studien visar att att lärarna framförallt använder funktioner för att dela information och kommunicera med studenterna. Funktioner som är mer pedagogiska och integrerande används i mindre utsträckning. Fyra övergripande teman har identifierats som förklaringar för varför lärarnas användande ser ut som det gör: Inställning, Behov, Struktur och Tekniska svårigheter. Lärarnasinställning och behov gör att lärarna är mindre motiverade till att utöka sitt användande och lära sig mer om Canvas. Systemets struktur och tekniska svårigheter utgjorde ytterligare hinder som gav lärarna en negativ upplevelse, bland annat hade de svårt att navigera och komma igång med att använda plattformen. Lärarna lärde sig framförallt att använda systemet genom att testa sig fram, och många av de hjälpfunktioner som finns var sparsamt använda. Detta berodde till viss del på att lärarna inte kände till vissa hjälpfunktioner, men även på att lärarna inte var motiverade att lära sig mer än det nödvändigaste. Utifrån studien rekommenderas att KTH minskar tröskeln för att börja använda Canvas genom att exempelvis utveckla mallar som lärarna får tillgång till och kan använda. Om det är önskvärt att lärarna använder fler av Canvas funktionalitet rekommenderas även att man jobbar med lärarnas motivation och drivkrafter så att de blir villiga att utveckla sitt arbete och lära sig mer. Att införa utbildningar kan vara ett sätt, men då måste de vara utformade efter lärarnas behov. Slutligen rekommenderas att utföra användartester för att undersöka vad som gör att vissa lärare upplever att verktyget är svårt att använda.
The learning management system Canvas was introduced at the Royal Institute of Technology (KTH) in 2016. Most teachers began using the platform in 2017, however the transition to a new system has its difficulties. This study has examined what influences teachers’ use of Canvas and which method they used to learn how to use the tool. The aim of the study has been to investigate how KTH can develop support for teachers and how Canvas usability can be improved. Seven teachers in mathematics were interviewed about their experiences. The interviewees were selected to highlight problem areas that can be experienced by teachers, which is therefore reflected in the results. All interviews were conducted shortly before KTH switched to digital education inconnection with the covid-19 pandemic. The study shows that teachers primarily use functions to share information and communicate with students. Functions that are more educational and interactive were less used. Four themes have been identified as explanations: Attitude, Needs, Structure and Technical Difficulties. Teachers’ attitudes and needs influence the teachers' motivation to expand their use and learn more about Canvas. The system’s structure and technical difficulties constituted additional obstacles that gave the teachers a negative experience. Among other things, the teachers had difficulty navigating and getting started with the platform. The teachers mostly learned how to use the system by trial and error, and many of the help functions were not used. This was partly because several of the teachers were oblivious to the existence of some of the help functions, but also because the teachers were not motivated to learn more than necessary. Based on the study, it is recommended that KTH reduces the threshold for starting to use Canvas. They could, for example, develop accessible templates that teachers can use in the beginning. If it is desirable to make teachers use more of Canvas functionality, it is also recommended that KTH work with the teachers’ motivation and drive so that they are willing to develop their work and increase learning. Formal education could be a way, however it must be designed according to the needs of the teachers. Finally, it is recommended to perform user tests to explore how the usability can be improved.

This studio-based thesis explores the universal theme of transformation within the Magical Girl genre of Animation. My research incorporates the viewing and analysis of Japanese animations and discusses the symbolism behind transformation sequences. In addition, this study discusses how this theme can be created using Flash software for animation and discusses its value as a teaching resource in the art classroom.

碩士
國立清華大學
幼兒教育學系
106
This study, by means of action research, explores the difficulties encountered by the researcher working at a preschool and the coping strategies over the course of curriculum transformation from the modular courses compiled based on teaching materials in the market to the thematic curriculum offered, so that the preschool can make progress in the thematic curriculum. The results are shown as follows: 1. The course of changes in the thematic curriculum during the action research can be divided into three phases for discussion: (1) Earlier stage: Focusing on children describing their life experience by combining their life at home and kindergarten to enhance their ability to perceive and collect community information. (2) Middle stage: Guiding children to gain a better understanding of their own communities through field visits, and further arouse their concern about environmental issues, so that they can be familiar with the place where they live and its features, thus shortening the distance between the children, school, and neighborhood. (3) Later stage: The teacher leads the children in reviewing a series of theme activities and presenting the impressions and feelings of the community formed by the children in a diversified way. 2. Difficulties encountered in the thematic course transformation and the response can be examined at three aspects: (1) Curriculum: Teachers' sensitivity to questions is boosted by inviting cooperative teachers for discussion and by asking questions. The existing theme activities are extended downward to resolve the difficulties caused by "the way of asking questions" and "the thematic course time." (2) Parents: Such methods are adopted as “providing a variety of ways for parents to participate in the curriculum,” “asking children to share their school life with their parents,” “empathizing with parents’ concerns,” and “inviting parents to attend the course” to overcome the difficulties posed by the doubt about the teaching content voiced by parents unavailable for the class. (3) Children: The plight brought by children’s "answers to questions" and "peer scaffolding" can be eased using the methods of "verbal scaffolding support ranging from more to less" and "hearing－listening－asking questions." Finally, conclusions and suggestions are proposed based on the above research process and results to provide references for teachers who intend to undertake curriculum transformation in the future. Keywords: Preschool thematic curriculum, curriculum transformation, plight of curriculum transformation and coping methods

The aim of this thesis is to propose an algorithm for visualization of spatial digital geographic data, including both thematic and topographic content of a map, using unipolar anamorphosis method with the use of GIS. Three different approaches for transformation of topographic content of a map are discussed. In addition to the algorithm, a methodology of displaying spatial data using this method is presented. The problems associated with the use of geographic unipolar anamorphosis are described, geographic phenomena which can be visualized by this method are determined, and requirements for digital data input are defined. The practical output of this thesis is a toolbox for the ArcGIS software by ESRI which serves to visualize geographic data by unipolar anamorphosis method.

碩士
國立高雄師範大學
英語教育研究所
81
Some double object constructions (DOCs) only have the fixed word order IO-DO, whereas some other verbs can only have the fixed word order DO-IO. If a verb can have both orders, then the source of the alternation is unclear. Some verbs may have DO as the subject of a passive sentence, whereas some other verbs may only have IO as the subject of a passive sentence. This is different in Chinese and English. The recent syntactic solutions to that passivity differential, however, are not satisfying. The respective behaviors of the IO and DO are suggested to be lexically related in our approach. The alternations of word order result from the projection of different argument structures into syntax. The inter- and intralingual passivity differentials can be contrasted if the features of prepositions are distinguished. This study supports abstract Case in Chinese.

The aim of this thesis is to demonstrate the themes and motives that have been obtained on the basis of the analysis and interpretation of the biographical narrative with the members of the Czechoslovak People's Army. Acquired Themes do not only provide a basic insight into everyday life of the soldiers before 1989, but it partly introduces even some negotiation and interpretation of narrators, the possible directions of further questioning, the soldiers used abbreviations and slang words captured in the interviews. In the future most of the topics could be supplemented separately or together , with other sources, to help initiate independent studies related to the force components of the Czech society in the period of normalization and transformation, so in this way the work also represents a kind of elementary "catalogue" that can be used by other students or researchers interested in the issue of the monitored period and profession.

A multiple case study approach was employed in this intensive thematic analysis of the process of nondirective play therapy. Using a naturalistic research paradigm, this study undertook to identify and describe the principal verbal and play themes and their transformations emergent over a course of play therapy, as well as to identify and describe similarities and differences between the themes emergent in those two domains. Play and verbalization, two types of symbolic expression, were considered routes of access to the child’s evolution of personal meaning. The research participants in this multiple case study were 4 preschoolers, aged 3 to 4. Each participant received 20 weekly play therapy sessions which were videotaped and transcribed. Running notations were made on the verbatim transcripts as to participants’ play activities. Separate coding schemes were devised for the emergent play and verbal themes. Supplemental data collection, organization, and analysis procedures included a field notebook with post hoc descriptions of the sessions, session summary sheets profiling play and verbal themes, charts, and memos. This study, discovery-oriented and exploratory in nature, yielded rich descriptions of the intricacies of therapeutic change on two symbolic levels. From these descriptions were extracted not only information on the transformations in play and verbal themes but also an understanding of the qualitative changes which denote the phases of therapy, and insight into the process of evolving meaning across these phases. A central finding of this study was that the arrays of play and verbal themes and their patterns of transformations were highly individualized. However, a number of themes emerged in common to all cases: Exploration, Aggression, Messing, Distress, and Caregiving or Nurturance. Participants were observed to work through contrasting themes, with preschoolers’ therapy characterized as an active struggle with such intense, oppositional forces as birth and death, injury and recovery, loss and retrieval. Typical thematic transformations included movement from infantile vulnerability to mastery, from grief toward resolution, from fear to safety and protection. The beginning phase of therapy was found to be typified by exploratory play. The middle phase was typified by intensified involvement in play and by experiences of disinhibition. The end phase was characterized by two contrasting yet not mutually exclusive tendencies, namely, the introduction of a sense of hopefulness, confidence, and integration; and an improved capacity to deal with difficult psychological material. Entry into the middle and end phases was signalled by qualitative shifts in the child’s attentional, tensional, or relational state. The theoretical implications of this study included insight into the critical role of the child’s initiative and of the therapist’s permissiveness in the unfolding of symbolic expression. Each individual case contained specific theoretical implications for such classic problem and treatment phenomena as developmental delay and play disruptions. The practical implications of this study include emphasizing the need for practitioners to counterbalance attention to the child’s verbal expression with attention to transformations in play activity and play material usage. It is suggested that further research extend the ramifications of this exploratory study by examining the themes occurring in treatment within homogeneous populations according to problem configuration.

This study delves into the syntactic notion of subject relation in Shona with the aim of characterizing and defining it. This is done through analysing data collected from two of the Shona speaking provinces in Zimbabwe, namely, Harare and Masvingo. The data collection procedures involved the tape recording of oral interviews as well as doing selective listening to different speeches. The data were then analysed using the projection principle, noun phrase movement transformational rule as well as the selectional principles established for the subject relation in the other well researched natural languages. The research found out that there is no one single rule that can be used to determine the subject of every possible Shona sentence. One has to make use of all the seven selectional principles established in the well-researched natural languages. The research managed to assess the applicability of the selectional rules in different sentences. The rules were then ranked according to their reliability in determining the subjects of each of the various Shona sentences. It also came to light that the Shona subject relation has a number of sub-categories as a result of the various selectional rules involved in determining them. These were also ranked in a hierarchy of importance as they apply in the language. For instance, whilst some are assigned to their host words at the deep structure or underlying level of syntax, some are assigned at the surface structure level and can be shifted easily. It also emerged that the freedom of the subject relation in the language varies with the sub-category of the relation. It came to light as well that in Shona both noun phrases (NPs) and non-NPs are assigned the subject role.
African Languages
D. Litt. et Phil. (African Languages)