Thesis (Ph. D.)--Ohio State University, 2004. / Title from first page of PDF file. Document formatted into pages; contains xiii, 342 p.; also includes graphics. Includes abstract and vita. Advisor: Allan R. Millett, Dept. of History. Includes bibliographical references (p. 333-342).

Through the medium of the main educational journal of the decade 'People's Education' or 'Renmin Jiaoyu', this thesis attempts to analyse developments in Chinese education in the 1950s from a Chinese perspective. It is written in the full realisation that educational developments in this period have had a bad press from the limited number of works which have appeared, works which have all to frequently paid scant attention to the views of those most intimately concerned with the system itself, ie the students, teachers and administrators. It is written with the intention of placing the main participants centre stage and relegating, to the wings, those translated sources which hitherto have provided the overwhelming bulk of the information used by research workers. All the key areas of their activity are considered in the text which follows. Quite naturally, the political campaigns and the full time primary, middle and higher systems are examined but their study is not allowed to dominate the work. The nature and extent of the persisting influence of the bourgeois educationalists is assessed and an analysis is made of the only instance of open debate between conflicting educational methodologies which appeared in the magazine ie the controversy over 'all round development' which took place in the mid 1950s. The nature of the Soviet input is set against an assessment of the Chinese response and substantial attention is given both to mass educational provision and to the effectiveness of the legacy of the Old Liberated Areas. Indicative of the central role played by the participants are the sections devoted to the discussion of problems, readers' letters and questions and answers. All these main areas are presented within a structure and in a context ordained by the Chinese themselves. By examining the main objectives of the magazine and in trying to assess the nature of its contributions as prescribed by the authorities, the process of conflict and change is thematically studied.

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In the six plays studied, the songs fulfill an essential role in the development of the story. They nourish, motivate and direct the very essence of the narrative while communicating a precise message: an emotion, an inner reflection or a want which could not be transmitted by other means (be it through the characters, the stage direction or the decor). / The author explores the central hypothesis which suggests that the songs represent the voice of a silence: the silence of those characters suffering from a profound solitude and incommunicability. The first chapter examines the songs written by Marie Laberge while the second focusses on those borrowed from other sources. Through the use of Greimas' model, the study underlines the importance in the choice of the songs and in the strategic place they occupy within each play.

This thesis examines the trope of anthropology in the Canadian poet Anne Carson's work. This trope functions as an extended metaphor to describe the study of cultures, texts, and the "alien countries" of other human souls. Anne Carson rejects anthropological practices that aim at the "invasion" of the other, and associates such practices with the actions of seeing, projecting and even "devouring." Instead she favours anthropological approaches that foster mutual "encounters", such approaches being typically charged with the actions of listening, absorbing and breathing. This distinction becomes crucial when we consider its implications for reading and writing about Anne Carson's work. Can a reader encounter rather than invade a poem? What meaning can the reader find in such an encounter if, unlike the practice of anthropology, it is undertaken in written form and in isolation? Might we conclude that all responses to poetry emerge not from the fullness and immediacy of an encounter, but precisely from the impossibility of ever undergoing the experience of such an encounter?

Thesis (Ph. D.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 257-265).

Diss.: Rechts- und staatswissenschaftliche Fakultät: Zürich: 1974. _ Bibliogr. p. 187-192.

Thesis (M.S.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [201]-206).

Thesis (Ph. D.)--Ohio State University, 2004. / Document formatted into pages; contains xiii, 342 p.; also includes graphics. Includes abstract and vita. Advisor: Allan R. Millett, Dept. of History. Includes bibliographical references (p. 333-342).

Th.--Litt.--Helsinki, 1970. / Résumé en allemand. Bibliogr. p. 193-200. Index.