Thesis--Johns Hopkins University, 1965. / Bibliography: p. 217-261.

This dissertation is an attempt to explain how listening functions in ethical and political contexts. I put forward a three-fold way of listening that begins in selfishness and ends in empathy. These three ways of listening I refer to as: “listening-for,” “listening-to,” and “listening-with.” I will briefly explain how each of these ways of listening function in lived experience. Listening-for is self-centered, listening-to deals in relations between self and other, and listening-with involves both parties (individuals or groups) working together. These forms of listening are implicitly situated in both Hans-Georg Gadamer and Jane Addams. The bulk of the dissertation is unpacking this general theory of listening based on Gadamer’s and Addams’s thought.

Starting from initial research of the show and its roots and ending with evaluation of the work post production, this paper documents the lighting design and the process leading up to SIU’s production of The Addams Family Musical. The first chapter delves into the pre-design research of the script and my personal goals for the design. The second chapter explores the selection and implementation of the design, discussing the procedures and challenges that were encountered leading up to opening night. The third chapter is an evaluation of the work completed regarding the design and technical aspects of the production as well as addressing my personal goals for the production. The appendices include inspiration imagery, light plot with paperwork, pre-visualized renderings, photographs of technical props, and production photographs.

Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Dec. 4, 2007). PDF text: vii, 194 p. ; 9 Mb. UMI publication number: AAT 3273921. Includes bibliographical references. Also available in microfilm and microfiche formats.

Zugl.: Heidelberg, Univ., Diss., 1994

Thesis (M. P. A.)--Texas State University-San Marcos, 2006. / "Summer 2006." Includes bibliographical references (leaves 83-86).

Thesis (doctoral)--Universität, Frankfurt am Main. / Includes bibliographical references.

This project responds to the question: How do communication educators encourage students to enact the communicative practices necessary for a life of rhetorically engaged civic action? In responding to this question, the academic field of communication studies is recognized as a site for implementing the lessons of rhetoric, democracy, and civic engagement. This project contributes to the civic engagement scholarship from a communication studies perspective by foregrounding human communication as an essential component of the civic engagement process. As an interpretive inquiry, the philosophical thought and the pragmatic action of twentieth-century rhetorician and social activist Jane Addams (1860-1935) provides a hermeneutic entrance point for identifying and understanding the ways in which faculty members in higher education might conduct service-learning in a more responsive and engaged manner. <br> Practicing situated communicative service-learning, a pedagogical approach that embraces the historical moment and the challenges facing service-learning on today's college campus, provides one possibility. Addams's philosophical thought and communicative practices inform the integration of situated communicative service-learning into the communication studies field and college campus through the understanding of commonplace stemming from the Greek understanding of topoi (Aristotle). This praxis-centered approach to service-learning provides ground for students to understand the rhetorical and communicative practices necessary for a life of engaged civic action. By grounding individual communicative practices in a communication classroom setting, communicative habits can grow and flourish in communities. / McAnulty College and Graduate School of Liberal Arts; / Communication and Rhetorical Studies / PhD; / Dissertation;

Jane Addams influenced the lives of many immigrant Chicagoans through offering a variety of community oriented services including art education programs at the Hull-House. This study examines the origins and philosophy of both the Butler Art Gallery and Labor Museum, and discusses each program’s role for residents, visitors, and guests of Hull-House. In addition to providing a historical basis for Jane Addams as an art educator, this study discusses the techniques for community organization that were utilized by Hull-House residents, including Jane Addams and Ellen Gates Starr. / text

Jane Addams and Ellen Gates Starr opened Hull House, Chicago’s first settlement house, in 1889 as a means of confronting poverty, poor housing conditions, disease, discouragement, and other ills that flourished in the predominately immigrant Halstead neighborhood. Because Hull House volunteers lived at the House, in the center of the community, they were well-equipped to respond knowledgeably to the neighborhood conditions. Hull House residents worked for reform in areas such as education, labor, juvenile protection, immigration, welfare, housing, and suffrage and they provided the community with a plethora of activities and services during the Progressive Era. As the community expressed their needs, Hull House volunteers responded to them. This dissertation provides evidence that social activism did not just take the form of political engagement and occupational health efforts but that it also included disease and illness prevention efforts. An examination of activist work of the Hull House Woman’s Club helps create an understanding of the intersection of activism and disease and illness prevention, and how activists used strategies to improve the health and wellbeing of people at the turn of the century. Specifically, three groups of women—the neighborhood women, the club women, and public health knowledge-holders—came together to address public health issues in the Nineteenth Ward. Each of these three groups played an integral role in the success of Hull House public health activism; it was their coming together that enabled them to create such powerful change. This dissertation specifically examines the women’s efforts in 1894 to improve garbage collection and sanitation and their 1902 efforts to eliminate typhoid in their neighborhood. This dissertation argues that, despite a lack of formal public health education or training, Woman’s Club members utilized local knowledge to improve health conditions in the Nineteenth Ward in Chicago. Woman’s Club activists acquired public health knowledge and developed activist strategies and techniques inductively, through trial and error, as they were carrying out their activist work. This dissertation helps fill in the historical gaps by exploring the strategies Hull House volunteers used to prevent disease and illness prevention.