This study will examine the lives and experiences of the Chinese American Christian with particular focus on the ways in which the church has affected the lives of the Chinese immigrants.

Thesis (PH. D.)--Columbia University, 1919. / Vita. Published also as Contributions to education, no. 109, Teachers College, Columbia University. eContent provider-neutral record in process. Description based on print version record. "Selected references": p. 225-226.

Thesis (M.F.A)--Kent State University, 2006. / Title from PDF t.p. (viewed March 27, 2008). Advisor: Martin Ball. Keywords: American - Hungarian Video Installation, 1956 Hungarian Revolution, Budapest, Hungary, Documentary - Style Production Process, Fragmented Memories of Time and Place, American - Hungarian Struggles with Personal and Cultural Identities, Discourse about Mul.

Thesis (PH. D.)--Columbia University, 1919. / Vita. Published also as Contributions to education, no. 109, Teachers College, Columbia University. eContent provider-neutral record in process. Description based on print version record. "Selected references": p. 225-226.

Thesis (Ph. D.)--UCLA, 2007. / Vita. Includes bibliographical references (leaves 230-236).

Thesis (M.A.)--The University of North Carolina at Greensboro, 2009. / Directed by Stephen Sills; submitted to the Dept. of Sociology. Title from PDF t.p. (viewed May 13, 2010). Includes bibliographical references (p. 96-100).

The purpose of this thesis was to explore the history and rituals of Japanese Soto Zen nuns and American Soto Zen ordained women in order to examine the motivations behind each group’s practices and distinguish the differences in the intent and practice of American Soto women’s rituals, specifically their reactions to the influence of feminism, and the effects of American syncretization in order to identify if a schism or a continuation is occurring within the Soto Zen tradition. Along with a survey of published research, interviews were conducted with two scholars and prominent ordained Soto practitioners–eight female and three male. Findings suggest that while maintaining strict adherence to specific orthodox rituals, American Soto women also reinterpret Soto traditions and adapt new practices to address the needs of American women’s practice. Findings further indicate the effects of American syncretization in nurturing a legitimate albeit uniquely American expression of Soto Zen.

Excavations at the Mary M. B. Wakefield Estate in rural Milton, Massachusetts produced an assemblage of household artifacts linked to the Byrnes family, a first-generation Irish-American family who lived in the estate’s farmhouse in the early twentieth century. Though the Byrneses were born in America, they were part of the Irish Diaspora, a community defined by its place outside Ireland yet connected to their homeland and to each other through the self-identification as a member of a diaspora, termed a diasporic consciousness. Through a focus on everyday household practices, I examine how members of the family formed their social identities by balancing the appeal of Americanization with the pull of their Irish heritage. Archaeologists studying the Irish Diaspora have largely focused on the nineteenth-century urban Irish immigrant experience. By reconstructing Milton’s Irish landscape in this period through documentary evidence and spatial analysis, I expand on previous studies by exploring how geographical context and generational status shape the creation and maintenance of a diasporic consciousness. I find that the Irish in Milton, and particularly the Byrnes family, had far less access to the traditional social, cultural, and economic features of urban Irish immigrant enclaves of previous generations, such as the presence of churches, Irish-owned stores, voluntary associations, and Irish neighborhoods. Analyses of artifacts related to foodways and dining, personal adornment and dress, and childrearing and children’s play demonstrate alternate strategies that the Byrnes family used to maintain traditional aspects of Irish society. They purchased specific types and quantities of tableware and beverages needed to fulfill the customs and traditions of Irish hospitality, and infused their daily lives with Catholic devotional rituals and childrearing beliefs. But while they engaged in Irish cultural and religious traditions, they did so within larger household practices that expressed their adoption of American ideals of respectability and refinement, thriftiness, morality, efficiency, and hygiene. By setting a formal table, wearing refined dress, and executing appropriate infant care, the Byrnes constructed a domestic sphere that enabled them to form their own version of respectable Irish-American identity that remained even after they left the farmhouse.

The main objective before us is to determine how the drama, in its several forms, may be so utilized as to bring about and further Americanization. In attempting to make this theory clear to those who may be more or less unfamiliar with the idea, it will be necessary to consider the definition of Americanization, and to make some decision as to who may be Americanized. It will also be necessary to review, rather briefly, the origin and development of the drama, that it may be seen why drama has been elected as our medium. There have been several difficulties encountered in the search for material to aid in reaching the stated objective. It has been found that definitions and opinions vary as to the meaning of Americanization, and agree very little concerning who may be Americanized. While the value of the drama as an educational factor is easily recognized, its specific application to Americanization, as herein attempted, has been extremely limited. To choose a medium which would include all of those who come within the scope of Americanization, one that entailed a simple method of procedure and would appeal to all, was not so easy as it might appear. A large proportion of our population is unreached by the school; a relatively large number is not influenced by the press because of lack of educational advantage. According to President Coolidge: “It is not alone the youth of the land which needs and seeks education, but we have a large adult population requiring assistance in this direction.” This made it very evident that no medium that required an extended basic education could be used. Some means of transference of values which could be understood by all people, not dependent entirely upon education or upon language was sought. After a somewhat extended search, it was found that drama may be made a most effective means for Americanization. Some forms of the drama speak a universal language and because of this they appeal both to the native and to the foreign born in America. As a medium for showing the contributions of cultural values to America by the foreign born, the drama has no equal, and it is quite as effective when used to show to the foreign born the American values which they should accept. Drama can be used to influence the native-born, adults and children, to accept cultural values from foreign lands, and it can be a most effective means of disseminating American values to the native-born. It is sincerely hoped that the conclusion arrived at here may influence communities to do more work along dramatic lines. It is also hoped that the material gathered here may help teachers to formulate definite plans for the use of drama in schools; that it may assist committees in placing dramatic programs in Americanization departments, as a regular part of the work, and that it may help them in planning such programs.

No description available.