The purpose of the project was to provide first grade teachers at the Baldwin Park Unified School District with teaching approaches, tools, and strategies in instructing their students in character development education. These approaches, tools, and strategies will support students' academic learning as they develop a deeper comprehension of responsibility skills.

The medical division between constitutional homeopathy and allopathic medicine shaped the culture in which William Faulkner grew up and wrote. Early 20th century America was daily subjected to a variety of conflicting approaches to maintaining or recovering physical, psychological, or spiritual health. The culture was discussing the role of vitalism for good health; the use and dosage of medicine to treat the individual or to treat the disease instead; the interaction of the mind, body, and spirit; the tendency of personality to emerge from inherent biology or acquired traits; the varied explanations for illness; and the legitimacy of doctors, their philosophies, and their remedies. These competing definitions of psycho-biological health informed Faulkner’s character conceptions and portrayals. In their psycho-biological traits, some of his characters represent concurrently published homeopathic descriptions of constitutions quite accurately. Faulkner’s own life may have offered him opportunities to learn about alternative medicine and generated an interest--along with other medical dissidents--in opposing the newly-garnered authority of modern scientific medicine. It is also likely that Faulkner’s own beliefs about a divinity present in humans and the human capacity to neglect their spiritual essence would have instead supported the older, more romanticized, homeopathic ideas based on mind-body typology to balance an invisible vitalism. Medicine and literature has recently established itself as an engaging and complementary-paired field in the humanities. This study contributes to the maturing interdisciplinary field by contemplating a famous author and some of his character portrayals from a medical or health perspective. This study of the writer and his fictional people suggests that the unorthodox ideology of homeopathy continued to play a role in the culture through literature, even as it lacked legitimate authority from the newly established medical community.

The Steiner/Waldorf school movement is currently one of the fastest growing independent school movements internationally. In several countries it seems to have developed into the most popular form of alternative education. South Africa has 17 Waldorf schools and one full-time teacher training facility. This study investigated the interpretation and implementation of the Parzival main lesson within the wider context of the Waldorf curriculum. The main lesson system is an essential constituent of the Waldorf curriculum. Most academic subjects in a Waldorf school are taught in a three- or four-week main lesson block. The main lesson occupies the first two hours of the school day. A main lesson consists of a particular three-part structure, and the main lesson book is the keystone to the Waldorf evaluative process. The Parzival main lesson is specifically taught in Class 11, and most Waldorf schools consider it as one of the most important main lessons in the high school. The interpretivist model was ideally suited to this research. The investigation was conducted as a multiple case study, and the main source of data was provided by classroom observation. This was supported by interviews and classroom artifacts. The study involved two South African Waldorf schools at which the Parzival main lesson is taught. This main lesson is presented at only three South African Waldorf schools. I teach at the remaining school, and therefore conducted my research at the other two schools. The teachers who facilitated the Parzival main lesson, as well as the Class students at the selected schools voluntarily participated in the research. My research findings indicate that the possibility exists for the teacher to exercise a certain degree of freedom and creativity within the parameters of Waldorf methodology and the Waldorf curriculum. The study also determines that teachers often find it difficult to integrate the three-part structure, as indicated by Waldorf methodology, in a single main lesson. Furthermore, my research establishes that main lesson books can indeed serve as both text and as an assessment tool. I therefore conclude and maintain in this study, with particular reference to the Parzival main lesson, that despite the prescriptive structure of the Waldorf system and Steiner pedagogy, teachers need not necessarily sacrifice their freedom and creativity within the classroom.

This thesis delves into the creative process of creating characters for the play The Curious Incident of the Dog in the Night-Time. The characters that were created include: Mrs. Shears, Woman on Train, and Voice One. This thesis highlights the creative process through methods of research that dissect the authors, story, autism, and the actor’s experience throughout the rehearsal process. Sources such as interviews with autism consultants and family members of those with autism added useful information towards the creation of the characters. Research on the performance aspect was centered around the exploration of a character’s past through diagrams and analysis worksheets that are included later pages of this thesis. These combined aspects come together to create a unique set of characters that tell a story of autism and communication that is not typically told.

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L’objet de la présente étude est le personnage principal dans l’oeuvre Le Fantôme de l’Opéra de Gaston Leroux. Le but de cette analyse littéraire est de mettre en évidence l'ambiguïté et la complexité psychologique et morale de ce personnage.L’analyse est basée sur les théories de Vincent Jouve à propos de la perception du personnage romanesque. Le résultat de l'analyse montre que l'ambiguïté du personnage principal peut être déduite de ce que Jouve appelle le « système de la sympathie » constitué de trois codes : le code narratif, le code affectif et le code culturel. / The object of this study is the main character in the novel Le Fantôme de l’Opéra by Gaston Leroux. The purpose of this literature analysis is to highlight the ambiguity and complexity surrounding this character based on a psychological and moral point of view.The analysis is based on the theories of Vincent Jouve about the perception of a fictional character. The result of the analysis shows that the ambiguity of the main character can be deduced from what Jouve calls the "system of sympathy" consisting of three codes : the narrative code, the affective code and the cultural code.

This study explores teachers’ understanding of character education, their perceived role in curriculum development, implementation effectiveness, and their teaching practices. This two-part investigation surveys teachers from two schools, followed by an interview process with six of those participants. The school staffs of one elementary school and one elementary-junior-high school were surveyed to provide a general overview of teacher understanding of expectations, their knowledge of character traits identified in the curriculum goals of their Board of Education, and opinions about how their current teaching practice addresses the development of character. The interview data provided indepth information about teacher interpretation of character by their Western Canadian urban Public Board, details about their current teaching practices, including techniques and strategies incorporated, and their feelings about how character education should be taught in the school. The research revealed that teachers were generally unaware of the board’s curriculum expectations of the 11 character traits to be taught in school. There were mixed responses about who was responsible for teaching character: Some felt the responsibility was on the parents, while others felt it should be all adults. The study found that teachers were, in fact, currently teaching and assessing students on many of the traits identified as being significant as part of the hidden, lived curriculum. / ix, 95 leaves ; 29 cm

L’objectif de cette étude est d’analyser l’inetto contemporain dans le roman italien, à savoir un personnage inapte, aboulique et velléitaire dont l’existence s’entremêle à la littérature italienne depuis désormais plus de cent ans. Notre hypothèse est que le sentiment de mal-être qui l’accompagne peut être lu comme une contestation de la société. Nous nous concentrons sur les dernières vingt années du XXe siècle qui voient une réactualisation de ce personnage né à la fin du XIXe siècle. La première partie trace une possible généalogie du personnage. C’est un détour nécessaire, l’inetto étant un personnage peu étudié et sa définition fluctuante. Partant du sentiment de crise qui affecte la littérature européenne au tournant du siècle, on esquisse un portrait du personnage inapte pour lequel l’œuvre de Svevo s’avère être déterminante. Par la suite, lors de la deuxième partie, nous nous focalisons sur les inetti des années quatre-vingt. Après un chapitre de mise en contexte, nous analysons : Vita standard di un venditore provvisorio di collant (Busi), Diario di un millennio che fugge (Lodoli), Per dove parte questo treno allegro (Veronesi), Casa di nessuno et Gli sguardi cattivi della gente (Piersanti). La troisième partie se focalise sur la décennie suivante ; après avoir tracé le panorama de l’Italie de l’époque, nous analysons quatre romans : Tutti giù per terra, (Culicchia) Eccesso di zelo et Denti (Starnone) et Di questa vita menzognera (Montesano).Cette recherche démontre la charge contestataire qui se cache en ce personnage dont l’incapacité et le déphasage dévoilent les incongruences et les hypocrisies de la société. En particulier l’inetto – qui est toujours un personnage masculin – s’avère être porteur d’un type de masculinité alternative à celle hégémonique. / This dissertation investigates the abulic, and weak character of the contemporary inetto, with the aim of showing how this figure’s feeling of unease and disquiet can be read as protest directed at modern-day society. The analysis focuses on novels published in the last two decades of the 20th century, the period in which the figure of inetto becomes a significant presence.The first part of this study reconstructs a possible genealogy of the character. The point of departure here is the general feeling of crisis, which permeated European Literature at the turn of the 20th century. With this broader literary context in mind and highlighting the decisive role of Svevo’s oeuvre, this part of the study delineates the traits of the character of inetto. The second part of the study is devoted to the inetti represented in the novels written in the 1980s. This part is composed of an introductory chapter providing contextualisation for the five novels analysed: Vita standard di un venditore provvisorio di collant (Busi), Diario di un millennio che fugge (Lodoli), Per dove parte questo treno allegro (Veronesi), Casa di nessuno et Gli sguardi cattivi della gente (Piersanti). The third part of the study starts with the depiction of Italian society in the 1990s, followed by the analysis of four selected novels: Tutti giù per terra, (Culicchia) Eccesso di zelo and Denti (Starnone) et Di questa vita menzognera (Montesano).The investigation shows how the presence of inetto can be read in the light of this character’s potential to counter hegemonic social models in an attempt to disclose the hypocritical and contradictory nature of contemporary society. More specifically, in this reading of inetto, this traditionally exclusively male character can be said to embody a new alternative mode of masculinity. / L’obiettivo della tesi è analizzare l’inetto contemporaneo, cioè un personaggio abulico, velleitario e debole. La nostra ipotesi è che il sentimento di malessere che lo accompagna possa essere letto come una contestazione della società a lui contemporanea. Ci concentreremo sugli ultimi vent’anni del Novecento, che presentano una ritualizzazione significativa di questo personaggio nato alla fine dell’Ottocento. La prima parte traccia una possibile genealogia del personaggio. Si tratta di un momento necessario visto che l’inetto è un personaggio poco studiato e difficile da definire, le cui caratteristiche non mettono d’accordo tutti. Partendo dal sentimento di crisi che caratterizza la letteratura europea tra Otto e Novecento, delineeremo un possibile ritratto dell’inetto, per il quale l’opera di Svevo sarà determinante.In seguito, nella seconda parte, ci focalizzeremo sugli inetti degli anni Ottanta. Dopo un capitolo di contestualizzazione, analizzeremo: Vita standard di un venditore provvisorio di collant (Busi), Diario di un millennio che fugge (Lodoli), Per dove parte questo treno allegro (Veronesi), Casa di nessuno et Gli sguardi cattivi della gente (Piersanti). La terza parte si concentra sul decennio seguente: dopo aver tracciato un panorama dell’Italia dell’epoca, analizzeremo quattro romanzi: Tutti giù per terra, (Culicchia) Eccesso di zelo et Denti (Starnone) et Di questa vita menzognera (Montesano).La nostra ricerca dimostra la capacità di contestazione che si nasconde nella scelta di un personaggio inetto, la cui sfasatura rispetto ai modelli considerati vincenti svela le ipocrisie e le incongruenze della società stessa. In particolare l’inetto – che è sempre un personaggio maschile – si fa portatore di un tipo di mascolinità alternativa a quella egemonica.

This qualitative, phenomenological case study investigated the influence of character education, taught in addition to the Life Skills curriculum, on challenging behaviour in a primary school in Gauteng. Through a filtering process the researcher identified the Youth Citizens’ Action Programme (YCAP) as a suitable additional programme, one which currently includes democratic citizenship and service learning approaches. These are attuned to the study’s theoretical framework, which vests in social and experiential learning, modelling and observation. Although the YCAP at this particular Gauteng school is each year implemented by a team of Grade 7 learners, the implementation of the YCAP involved all the learners across grades. Hence, the empirical study focused on the contribution of the Grade 7 learners to addressing bullying, which learners themselves identified as the most prevalent form of challenging behaviour. The findings showed that the YCAP decreased bullying as challenging behaviour in this particular school. / Inclusive Education / M. Ed. (Inclusive Education)