Thesis (M.S.)--University of Wisconsin--Madison, 1968. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ph. D.)--Ohio State University, 1968. / Includes bibliographical references (leaves [192]-197). Available online via OhioLINK's ETD Center.

This thesis attempts to marshall sufficient evidence in support of the contention that the Federal Government, notwithstanding the constitutional barriers that may exist, is actively engaged in providing certain forms of 'education for Canadian adults'. Terms have been defined. Among these the employment of the term 'education for adults' in place of 'adult education' is significant in that it attempts to circumvent unnecessary ambiguities. Such terms as 'agencies of cultural diffusion,' 'formal education for adults' and 'informal education for adults' have also been defined. Techniques employed to amass the information required have been explained. A close examination of the methods employed in giving Federal financial assistance is conducted. The recipients of such aid include: departments of the Federal Government, agencies of the Federal Government, Federal-Provincial cooperative arrangements, voluntary associations and individuals. Chosen as more detailed examples of Federal aid in support of 'formal education for adults' are the Technical and Vocational Training Programs and the University Grants System. Some questions raised by this study include: 1. Are the activities engaged in to be termed 'education'? 2. Does the Federal Government provide organized education for adults? 3. Do the activities presently engaged in by that Government take place because of popular demand? 4. Does the Federal Government give leadership within the broad terms of this inquiry, or conversely, does it indulge in expedients to meet currently stated public demands? 5. Does the B.N.A. Act block constructive thinking about Federal assistance to education? Certain basic trends that support the conclusions given have been recognized from the many examples of Federal involvement in this field. The conclusions arrived at by the analysis are: first, that a 'prima facie' case has been established in support of the contention that the Federal Government is actively engaged in providing certain forms of 'education for Canadian adults'; second, that in many cases there is a deliberately-arrived-at plan to do this; third, that those activities enjoy the popular support of most Canadians; fourth, that the Government initiates these schemes after the wisdom of such proposed action has been mooted by commissions of inquiry; fifth, that Federal leadership is far too reluctant in admitting that it so acts, and that if it did acknowledge that it was engaged in providing education for adults, it could do a more efficient job; finally, that the expression 'informal education for adults' does not constitute 'organized provision' of education. Two recommendations formulated from these findings are: 1. That Section 93 of the B.N.A.Act should be reworded. 2. That a nominal Federal 'per capita' grant be made to support: a. university extension work b. organized informal education for adults, to be channelled through the Canadian Association for Adult Education to national voluntary associations. / Education, Faculty of / Graduate

No description available.

Thesis (Ph. D.)--University of Washington, 1996. / Vita. Includes bibliographical references (leaves [182]-193).

Thesis (M.A.)--University of California, Los Angeles, 1968. / Typescript. Includes bibliographical references (leaves 136-144).

Thesis (M.F.A.)--Ohio State University, 2008. / Title from first page of PDF file. Includes bibliographical references (p. 64-65).

Thesis (M.A.)--Western Washington University, 2010. / Includes bibliographical references (leaves 145-151). Also issued online.

Thesis (M.A.)--University of California, Irvine, 2005. / Includes bibliographical references (leaves 24-25) Also available online (PDF file) by a subscription to the set or by purchasing the individual file.

Cultural authentication is a concept that was developed by Erekosima (1979), Erekosima and Eicher (1981), and Eicher and Erekosima (1980, 1995) to aid in the description of the transfer of artifacts from one culture to another. The purpose of this study was to investigate whether the development of belly dance costume in the United States is an example of cultural authentication and, in so doing, further test and refine the concept of cultural authentication. Contemporary belly dance costume in the United States was described after conducting field research of the belly dance community over a period of ten months. The history of belly dance and its associated costume in America was explored through the review of previous historical research. Belly dance and its associated costume in the United States was then analyzed in terms of cultural authentication by addressing a series of seven questions. These seven questions were formulated to determine whether the four levels of cultural authentication (selection, characterization, incorporation, and transformation) occurred, and whether they occurred in that order. Contemporary belly dance costume in the United States was classified into two categories: replicated and creatively interpreted. The dancer who wears replicated costumes believes that he/she is imitating, to the best of his/her ability, a documented style of dress worn by a specific ethnic group, at a specific time, within the areas of the Near and Middle East. The dancer who wears creatively interpreted costumes believes that while he/she has been inspired by documented styles of dress worn by ethnic groups within the areas of the Near and Middle East, his/her costume is particularly reflective of his/her unique personality and aesthetic preferences. It was concluded that the concept of cultural authentication is exceedingly vague. As currently defined, the concept and its four levels are inadequate to describe how Americans have acquired and used belly dance and its associated costume, what kinds of meanings Americans have attached to belly dance and its associated costume, and how market forces, advanced communication and transportation technologies, and individual and cultural identity issues are continually prompting and facilitating innovations to belly dance and its associated costume. / Graduation date: 1999