The Preservation Of Subjectivity Through Form: The Radical Restructuring Of Disintegrated Material In The Music Of Gerald Barry, Kevin Volans And Raymond Deane.

This thesis examines Adorno’s concept of ‘disintegrated musical material’ and applies it to the work of the Irish composers Raymond Deane (b. 1953), Gerald Barry (b. 1952) and Kevin Volans (b. 1949). Although all three of these composers have expressed firm commitments to the ideal of creating new and radical works, much of the material in their music is composed of elements abstracted from the tonal past. This feature of their work would seem contrary to the views of Adorno, who is commonly seen as advocating progressive composition using only the most advanced means. This view comes across most strongly in Philosophy of New Music—his most well-known book on music—in which Stravinsky is accused of musical regression with his ‘inauthentic’ use of folkloric and archaic forms from the past. On this basis the so-called postmodernist period of the past forty years— which has encouraged the playful re-incorporation of historical material—would seem very much out of step with Adorno’s modernist aesthetics. However in some of his lesser known writings on Mahler, Berg, Bartók, and even in some earlier work on Stravinsky, Adorno managed to discern a number of positive aspects to their reincorporation of disintegrated materials in a way that would seem to contradict his verdict on Stravinsky in Philosophy of New Music. This thesis aims to unravel the issues at the heart of this contradiction to see if a radical musical aesthetic based on such material remains a possibility in the era of postmodernism. Through a detailed examination of the work of these three composers, this study aims to demonstrate how this material is recycled in their music in a way which attains new structural interrelations that transcend the fragmentary nature of the material itself

Crafting the JFK legend: How the Kennedy story is constructed and retold

This thesis explores how the ambivalently multifarious Kennedy ‘stories’ of JFK as Icon or Myth are constructed and how its ‘telling’ has been profoundly influenced by authorial intent. In contrast with much of the Kennedy literature, that often blurs the two, the thesis therefore works with a strong distinction between ‘Icon’ as having wholly positive connotations and ‘Myth’ as a narrative which either falsifies or negatively debunks any pre-existing positive accounts of its subject matter.My focus on newspaper articles, in particular from The New York Times and The Dallas Morning News, arises from the familiarly powerful claim that journalists write ‘the first draft of history’, although the thesis also reaches beyond journalism. Crucial to the argument is E. H. Carr’s historiography and its contention that historical facts are selected and presented according to particular hypotheses utilized by historians of any stripe for their own particular purposes. The thesis uses J. L. Austin’s theory of speech acts to demonstrate how the telling of the Kennedy story has variously employed techniques not only supposedly just to describe his legacy (the locutionary speech act) but also a) to create a legacy (the illocutionary speech act) and b) to influence audience attitudes toward the legacy (the perlocutionary speech act).The malleability of the Kennedy story helps to explain the reason why there remains so many attempts to retell it. The thesis also opens up consideration as to why it is this particular story that so many still want to hear

Bowdoin Orient v.95, no.1-34 (1965-1966)

https://digitalcommons.bowdoin.edu/bowdoinorient-1960s/1006/thumbnail.jp

Bowdoin Orient v.75, no.1-17 (1945-1946)

https://digitalcommons.bowdoin.edu/bowdoinorient-1940s/1006/thumbnail.jp

Bowdoin Orient v.61, no.1-27 (1931-1932)

https://digitalcommons.bowdoin.edu/bowdoinorient-1930s/1001/thumbnail.jp

THE DEVELOPMENT OF ANTI-CORRUPTION EDUCATION (AN EVALUATION STUDY ON THE EFFECTIVENESS OF LITERATURE STUDY OF ANTI-CORRUPTION EDUCATION)

The purpose of this research is to develop learning tools as well as test the effectiveness of the implementation of anti-corruption education. The research method refers to the development of procedural models, which is descriptive, that shows the steps to produce a product that is effectively used at schools, not to test theories. The research procedures of every stage of development were done through expert assessment, individual assessment, group assessment, and field assessment. The model system approach, which was done to the formative evaluation measures, was developed by Dick & Carey. The trials included learning experts assessment, content experts assessment, learning media experts assessment, individual assessment, group assessment, and field assessment. The results of the assessment trials were used as an input to improve product development which was conducted using the t test (Paired Samples Test) to determine the effectiveness of the teaching materials. Descriptive quantitative analysis techniques were used to compare the competence of students before and after the use of teaching materials through the pretest and posttest which showed significant results, namely the difference in the value of pretest and posttest. It means anti-corruption education teaching materials are very effectively implemented to the students