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Thesis (M.A.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / The Merrimack Embayment in the western Gulf of Maine is the site of three late-Quaternary paleodeltas. Each delta was deposited by the Merrimack River as its mouth migrated from west to east across the continental shelf during the post-glacial transgression and regression of the sea, In the Merrimack River Valley, a raised, glaciomarine ice-contact delta 33m above present sea level represents deposition of sediments by glacial meltwater at the transgressive marine limit about 13,000 yrs BP. An adjacent delta, preserved at 16m above present sea level, represents the deposition of sediments eroded from the 33m glaciomarine delta during the early stages of marine regression sometime after 13,000 yrs BP. A drowned delta, formed when sea-level was about 50m below present sea-level, is located offshore of the Merrimack River and represents deposition of sediments eroded from the 16m delta and from glacial deposits in the Merrimack Valley during the post-glacial maximum marine regression about 10,500 yrs BP. Major controls on the locations of the deltas include eastward shoreline translation induced by crustal rebound and relative sea-level lowering, and bedrock induced channel entrenchment. The orientation of the deltas and other paleoshoreline features, generally elongate to the south, indicates that a southerly alongshore current was a significant factor in the control of nearshore erosion and deposition. A similar configuration in the present Plum Island and linear sand ridges in the shallow, nearshore zone suggests that the alongshore current has influenced sediment distribution since the retreat of late-Wisconsinan ice from the area. / 2031-01-01

Critics who discuss Beethoven’s Pastoral Symphony often write about aspects that run counter to their conception of what a symphony should be, such as this symphony’s static nature and its programmatic elements. In nineteenth-century Boston and London, criticism of the Pastoral Symphony reflects the opinions of a wide range of listeners, as critics variably adopted the views of the intellectual elite and general audience members. As a group, these critics acted as intermediaries between various realms of opinion regarding this piece. Their writing serves as a lens through which we can observe audiences’ acceptance of ideas common in contemporaneous musical thought, including the integrity of the artwork, the glorification of genius, and ideas about meaning in music.

This work is dedicated to the question of political and cultural relations of Czech lands and England in the second half of the 14th century. Attention is also paid to international relation in western Europe which led to cultural and artistic exchanges. Using historical events as a background, it analyses extant resources and works of art, by which can be the contact proven. Detailed analysis of the preserved works of art with English origin in the second half of the 14th century during the reign of English King Richard II, is followed by comparison with contemporary art production in Czech lands. The goal is to find features these two groups share and to find a way, through which the cultural ideas were transmitted. In that respect it is especially the marriage of the royal daughter Anne of Bohemia to English king Richard II Plantagenet in the year of 1382.

Abstract The purpose of this essay has been to examine the connection between the established viking-stages to the development of the English language. The purpose of the essay has been to see linguistic changes in the historical English language linked to old Norse encounters. The old Norse linguistic influences are based on cultural encounters that took place in England from about 787 to 1042. These are divided into three different stages, the raiding stage (787-850), the settlement stage (850-878) and (political) assimilation- stage (878- 1042). By analyzing texts from old English, middle English and early modern English, the essay aimed to investigate the extent to which old Norse has influenced the English language, what changes can be interpreted, and their connection to the three different stages. The research questions follow accordingly; What old Norse elements can be found in the texts? What linguistic differences can be discerned among the texts? and Which stage (s) are represented in the old Norse linguistic influence in the texts? Results show a varying frequency, partly due to the difficulties with the similarities between the languages, in particular the earlier texts in OE. An increase in ME and then a slight decrease in EME. This has partly to do with regional differences and influences from western Europe during the renaissance and the enlightenment. Following, linguistic differences occur through an increase in word classes, from place names to verbs and adjectives. Linguistic differences between the texts are also due to their geographical origin, where areas that have been part of Danelaw have more words that originate from old Norse. Adding on, the raiding stage has had less linguistic impact with an explanation that raidings were time limited and had a negative connotation for the English population during the 700s-800s. The settlement stage emerged as the main stage that has had the most influence on the development of the language, this is explained by the importance of the cultural encounter in the form of settlement, trade and relations between peoples. The assimilation stage has had a greater political influence, but since the regional differences are so representative, it seems to indicate that the Old Norse language was abandoned in favor of the institutional language in the country.

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*text removed pages 111 and 125. / Monitorial schools became popular in nineteenth-century Britain. Under the panoptic control of a single master who was assisted by a cadre of specially selected pupils --monitors --these institutions responded, ostensibly, to the need to "educate" the underclass. I argue that rather than being concerned with the improvement of literacy, the promoters of these schools --The Reverend Andrew Bell, Joseph Lancaster and Matthew Davenport Hill, among others --were driven more by a desire to contain and manage a segment of the population that constituted a perceived threat to social order. The efficient management of the schools' populations demanded of their pupils an unrelenting self-discipline, a seemingly innocuous concept that carries within it chilling implications for the definition of an ideal subject. I refer throughout to the ''literature" of the nineteenth-century English monitorial school --its theoretical and pedagogical treatises, pictorial representations and accounts of educational experiments --and by using Michel Foucauh's theories of power, I determine the actual force relations that obtain there, defining precisely the nature of a discipline that operates, as Bell writes, ''through the agency of the scholars themselves". Having established the educational context out of which monitorial schools emerged, I proceed, in part one of the dissertation, to examine mainly the works of Joseph Lancaster and Matthew Davenport Hill By reference to their tracts, I show how the monitorialists used the emerging technologies ofdetention to create a subject population whose bodies became the point ofapplication not only of "education," but also a complex form ofsocio-political experimentation. In the second part I investigate the attraction for Samuel Taylor Coleridge ofThe Reverend Andrew Bell's monitorial theory, revealing that what some critics have seen as Coleridge's paradoxical attraction to monitorialism is, in fact, a confirmation ofhis own idealistic vision for England's social hierarchy. / Thesis / Doctor of Philosophy (PhD)

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Drama and theatre have traditionally been dynamic forces in education in England. This study researched drama and theatre in higher and further education at six institutions in England for the purpose of developing the history and current conditions.