Mahler within Mahler: allusion as quotation, self-reference, and metareference

The music of Gustav Mahler (1860–1911) is ideal as a focus for discussion of the role of self-quotation within musical works. Although self-quotation is not in a technical sense the same thing as a narrow usage of self-reference, these two terms converge in the case of Mahler, through his creation of a semiotic ‘idiolect’ or vocabulary of musical signs which define his works as a single system. This contribution traces a progress from self-quotation, through a more semiotically potent kind of self-reference, to a situation in Mahler’s last completed symphony in which one can speak of metareference within the musical text. Mahler quotes constantly and copiously from other composers and his own works throughout his oeuvre. The most thoroughgoing examination of this habit to date is a 1997 article by Henry Louis de La Grange, whose observations are summarised and discussed here. The concern of this contribution is to focus on Mahler’s self-quotations, and to investigate whether these are a special case, in semiotic terms, and whether their use develops over time. The most straightforward case, in terms of sign functioning, is provided by Mahler’s First Symphony and its quotation of his own song, “Gieng heut’ Morgens über’s Feld”. This is a use of quotation to incorporate the suppressed text of the poem within the semiotic economy of the symphonic narrative. A more tangential and allusive technique is seen in the Fifth Symphony, where the relationship to pre-existing songs and their texts is more distant, and their function within the symphony is indirect and subtle, whilst remaining undeniable. Finally, the present contribution discusses the closing bars of the Ninth Symphony, hearing in them a Proustian representation of the operation of memory through Mahler’s use of fragmented units, which are self-referential within the Mahlerian idiolect. This way of composing attains a modernist, metareferential form of signification

Auto-Modernity after Postmodernism: Autonomy and Automation in Culture, Technology, and Education

Part of the Volume on Digital Young, Innovation, and the UnexpectedThis chapter argues that in order to understand the implications of how digital youth are now using new media and technologies in unexpected and innovative ways, we have to rethink many of the cultural oppositions that have shaped the Western tradition since the start of the modern era. To be precise, we can no longer base our analysis of culture, identity, and technology on the traditional conflicts between the public and the private, the subject and the object, and the human and the machine. Moreover, the modern divide pitting the isolated individual against the impersonal realm of technological mechanization no longer seems to apply to the multiple ways young people are using new media and technologies. In fact, this chapter argues that we have moved into a new cultural period of automodernity, and a key to this cultural epoch is the combination of technological automation and human autonomy

Availability Of Education To Negroes In Waller County, Texas

Statement of Problem.- As Americans, we have been traditionally proud, even boastful, of our system of public education. But when the figures for illiteracy among the soldiers were given out in 1918-1919, our pride had a fall. On the basis of tests, more than one-fourth of the young men of the country were found to be illiterate. The illiterates came from all parts of the country and from all classes and groups. The World War helped us to realize some of the defects of our education and the need for greater effort - especially the need for the wider extension of knowledge throughout the democratic community. In so far, therefore, as schools are the chief educational instrument of democracy, our problem then is to determine To what extent is Education Available to the Negro in Waller County and to what degree? Purpose of Study.- The purpose of this study is to determine to what extent education is available to the Negroes of Waller County and to what degree by (l) ascertaining the ratio of scholastics to the number of schools; (2) the extent to which the school is accessible to the scholastics; and (3) the extent to which the curriculum and teaching personnel meets the demands of these scholastics. Previous Similar Studies.- Up to the present time no study has been made to determine the availability of Negro education in Waller County. A portion of the data presented here, nevertheless, has been included in a survey made by B. S. Luter in his analysis of the Hempstead Negro School Curriculum, and also the study made by H. A, Bullock showing the Availability of Public Education for Negroes in Texas Other than these two studies, so far as the writer has been able to ascertain, no other studies have been made to show the availability of education to Negroes to Waller County

Historical and personological correlates of rape proclivity.

PsychologyDoctor of Philosophy (PhD

Engaging Home Literacy Environments: Building a Partnership Between School and Home

The reading proficiency levels of fourth grade students in the United States has been stagnant or declining for nearly two decades, an issue only amplified by school closures during the pandemic. Struggling third graders, including those at Fennville Elementary School, are beginning fourth grade without a solid grasp of their foundational reading skills These skills are necessary for accessing complex text in fourth grade and later. A lack of parental involvement and absence of an engaging home literacy environment has added to these reading deficits. This project analyzes educational theories and research to determine the importance of parent and family engagement in literacy development and effective components to increasing literacy engagement at home. A family literacy night was created based on the research, to coach parents and families on effective literacy strategies to implement at home and provide a useful resource to reference for additional ideas and strategies to engage their children in literacy education

Standard survey methods for estimating colony losses and explanatory risk factors in Apis mellifera

This chapter addresses survey methodology and questionnaire design for the collection of data pertaining to estimation of honey bee colony loss rates and identification of risk factors for colony loss. Sources of error in surveys are described. Advantages and disadvantages of different random and non-random sampling strategies and different modes of data collection are presented to enable the researcher to make an informed choice. We discuss survey and questionnaire methodology in some detail, for the purpose of raising awareness of issues to be considered during the survey design stage in order to minimise error and bias in the results. Aspects of survey design are illustrated using surveys in Scotland. Part of a standardized questionnaire is given as a further example, developed by the COLOSS working group for Monitoring and Diagnosis. Approaches to data analysis are described, focussing on estimation of loss rates. Dutch monitoring data from 2012 were used for an example of a statistical analysis with the public domain R software. We demonstrate the estimation of the overall proportion of losses and corresponding confidence interval using a quasi-binomial model to account for extra-binomial variation. We also illustrate generalized linear model fitting when incorporating a single risk factor, and derivation of relevant confidence intervals