"Veneer"

The choreographer found the relationship between music and dance to be a significant and necessary area of study for the creation of her thesis dance entitled VENEER. Her appreciation of music was expanded by listening to various types of music in order to find an appropriate selection for the dance. Through this process the choreographer's interest in what experienced artists had to say about this unique relationship was awakened. How a choreographer chooses to combine music and dance for the final product varies according to personal preference. There are three common ways to obtain music for a dance; (1) have music created for a completed dance (2) have both music and dance created simultaneously (3) have the dance set to a musical selection already composed. In the case of this choreographer's dance the third alternative was chosen. The music did at times serve as inspiration for the movement but the choreographer chose the three selections for very specific reasons. The three sections varied widely in mood, character and costuming. The passages of the first musical selection had an airy, surrealistic character which was reflected in the choreography; the second in contrast incorporated humor; the third combined selected movements from Sections I and II with large locomotor patterns

“Rosebud” and the “Glass Ball”: Two Tricks to the Myth-Making of Citizen Kane

2016 University Libraries Undergraduate Research Award Winner---This paper analyses, compares and contrasts Citizen Kane's two diegetic elements: “Rosebud” and the "Glass Ball," and locates them as the main signs that build the system Orson Welles created in his first feature film. In the first scene of the film, before the introduction of the “Rosebud” idea, the "Glass Ball" is presented only and exclusively to the us the extra diegetic audience (us, the viewers). The difference of to whom the first and the former are presented, and the sequence in which they are presented, was what guided me to pursue my research. I applied semiotics, cultural studies and film theory to sustain and reinforce the argument that Orson Welles has used the skills he had developed as an amateur magician to create the myth of Charles Foster Kane to the diegetic audience (the characters within the film) and the myth of Citizen Kane, to the extra diegeitc audience (us, the viewers). Moreover, I argue that "Rosebud" and the"Glass Ball" are interdependent signs that form a code to mislead and misguide both diegetic and extra diegeitc audience to an elusive search for meaning

Enumeration of quadratic forms over totally real fields

Let F be a real quadratic field with OF its ring of integers. Let f be a quadratic form over F with discriminant D. Using Koecher Theory and the generalized Voronoï Algorithm, we show that there are finitely many quadratic forms with discriminant D over F. As there are finitely many quadratic forms, we can enumerate the forms up to a factor of the determinant of the norm of the form. As an application, we can use these results to show a correspondence between the class of quadratic forms over F and the ideal class of a relative extension of F generated by the field discriminant

The use of sewing skills by the teachers of home economics in the colleges of North Carolina and Florida

In the economy of the United States today the role of home sewing is an important concern. The interest in this field has increased over the last several years. According to economic and social reports related to the trend of the times, this present day is the peak period in history for sewing. The present economy, the rising standards of living, the increased leisure, and the quantity and variety of attractive materials, fabrics, and findings, of the modern world have added impetus to the interest in home sewing. Dress and textile manufacturers are concerned as to the effect this increase in home sewing will have upon their industries

Organ literature of twentieth-century black composers : an annotated bibliography

The purpose of this document is twofold: (1) to provide a comprehensive and available source of organ music by black composers and, (2) to acknowledge the composers and their compositions. A substantial amount of existing organ music by black composers is being overlooked mainly because of the lack of knowledge of its existence. The existence of a bibliography of this music would draw attention to the many works that are available and increase public awareness of lesser known composers. A bibliography of organ music by black composers does not exist. This author has addressed the problem by compiling an annotated bibliography which includes the following: (1) the identification of as many composers as possible, (2) a brief biography of each composer, (3) a complete listing of each composer's works, whether published or in manuscript, and (5) comments pertinent to the music

Asymmetry in internal dialogue, core assumptions, valence of self statements and counselor trainee effectiveness

Relationships among selected cognitive characteristics (asymmetry in internal dialogue, core assumptions, and valence of self statements) of UNCG counselor trainees and counselor effectiveness were investigated. Research indicates limited support that these selected cognitive characteristics are related to a counselor trainee's ability to demonstrate counselor effectiveness (Fuqua et al., 1986; Morran, 1986). Forty counselor trainees from the UNC-Greensboro counselor education program were participants for the study. Participants completed four measures of cognitive characteristics: (1) Automatic Thoughts Questionnaire (Kendall, Howard & Hays, 1989), which measures proportion of positive thinking; (2) Dysfunctional Attitudes Scale (Beck, 1976), which measures core assumptions; (3) Task Distractive subscale, which measures self-focused self statements of a negative valence (Fuqua et al., 1986; and (4) Task Facilitative subscale (Fuqua et al., 1986), which measures task-focused self statements. Each of the 40 trainees audiotaped session number three with a client. Immediately after the taped session, each client rated the counselor trainee using the Barrett-Lennard Relationship Inventory (BLRI) (Barrett-Lennard, 1986), a measure of a counselor's ability to demonstrate the "core" conditions (level of regard, unconditionality, empathy, and congruence) which are considered to be important in establishing and maintaining an effective counseling relationship. Three trained external observers (UNCG counseling students) also rated each subject's taped counseling session

A twisting of the sacred: the lived experience of religious abuse

Multiple counseling organizations, including the Council for Accreditation of Counseling and Related Educational Programs (CACREP, 2016), the American Counseling Association (ACA) Code of Ethics (2014), and the Association for Spiritual, Ethical, and Religious Values in Counseling (ASERVIC) competencies endorsed by the American Counseling Association, emphasize the importance of religion/spirituality in the worldview of many clients. The counseling literature has reflected a “burgeoning groundswell of interest in spiritually sensitive counseling” (Cashwell & Watts, 2010, p. 3). Although the literature continues to evolve to guide counselors when a client’s religious involvement is positive and supportive, very little information is found in the scholarly literature to inform counselors when clients present with negative religious experiences, particularly on the end of the spectrum that may be considered religious abuse (Ward, 2011; Wood & Conley, 2014). The purpose of this study was to address the existing gap in the current research literature on the lived experiences of those who have experienced religious abuse in order to provide empirical grounding to this phenomenon and to aid counselors in working with clients with a history of religious abuse. Seven participants who self-identified as experiencing abuse with a Christian religious setting in the United States shared their lived experiences via semi-structured interviews. The research team summarized common themes and experiences using the methodology of Interpretive Phenomenological Analysis (IPA). The ten common themes that emerged across the interviews were: Emotional Trauma, Betrayal, Rules Prioritized Over People/Devalued, Abuse of Power/Use of the Sacred to Control or Manipulate, Spiritual Transformation, Isolation, Healing, Gender Bias/Discrimination, Stigma, and Victim-Blaming. After developing the themes through the IPA process, the Traumagenic Dynamics Model (Finkelhor & Browne, 1985) was used to provide a lens to examine this phenomenon, in an effort to begin to build a conceptual framework for the experience of religious abuse to inform counselors, supervisors, and counselor educators

Sibling relationships : their nature and association with other familial and peer relationships

This study investigated college-age adolescents' perceptions of closeness with their siblings, mothers, fathers, and same-sex best friends. The objective was first to determine whether a variety of activities occur in these four types of relationships, then to determine similarities and differences in the profiles for these activities across the four types of relationships. Finally, uniqueness of the activities for given relationships was explored. The activities listed on the questionnaire included items reflecting various behavioral and affective components of relationships and were subsumed under three constructs—social provisions, conflict, and dominance. The questionnaire was developed from items on existing questionnaires and items created to represent more adequately the conceptual framework of closeness. The questionnaire was successfully pilot tested resulting in a scale with a Cronbach's alpha coefficient of internal consistency of greater than .7 across all constructs for all four types of relationships. Results of the main study indicated that social provisions, conflict, and dominance exist in the four types of relationships

The emergence of American women in the Summer Olympic Games 1900-1972

The modern Olympic Games began in 1896 with the absence of women competitors. Baron Pierre de Coubertin, patriarch of the modern Olympic era, adamantly opposed the inclusion of women in Olympic sport. It was Coubertin's wish to revive the Games in light of the male Greek ideal. In spite of Coubertin's chauvinistic beliefs women gradually gained entry into Olympic competition. American women made an unheralded appearance in the Paris Games of the second Olympiad. Sport events were overshadowed by the Paris Exposition of 1900 and little is reported regarding the successful golfers who won the first three places in women's golf competition. The second appearance of American women occurred during the St. Louis Olympics of 1904 when a few competitors entered archery, an unofficial event. The puritanical beliefs of James E. Sullivan, President of the Amateur Athletic Union of the United States (AAU) and organizer of the American Olympic team of 1896, kept American women out of official Olympic competition. After Sullivan's death in 1914, the AAU assumed control of women's swimming and served as a primary influence in promoting sport for women. Additional opposition to women competing in Olympic sport came from society in general. Furthermore, the conservative views toward competition by women physical educators during the 1920s curtailed intercollegiate and interscholastic sport until the 1960s. Most women have entered Olympic competition as a result of competitive experiences outside the context of educational institutions

The economic socialization of elementary school children : their experiences and understanding

The purpose of this study was to investigate the economic socialization of elementary school children relative to their economic experiences and their understanding of selected economic concepts, and to investigate the relationship of several demographic variables to economic learning. A systematic, stratified random sample of seventy-two subjects was drawn from all pupils enrolled during the 1972-73 school year in the public elementary schools of Greensboro, North Carolina. Each of the six grade levels was represented by twelve subjects equally distributed between boys and girls and white and non-white subjects. The interview schedule, administered individually to each subject by the investigator, consisted of a fifteen-item questionnaire on economic experiences and an oral vocabulary measure of economic understanding. Demographic data were obtained from the subjects' permanent school records. Subject responses were tabulated for the total sample and for several subgroups. Scales of Economic Experience and Economic Understanding were constructed by the internal consistency method. Relationships between these measures and the independent variables of grade level, age, sex, race, and socio-economic status were measured by both the Pearson correlation technique and stepwise multiple regression analysis