Thesis--Albert-Ludwigs-Universität, Freiburg. / Vita. Includes bibliographical references (p. [211]-214).

Thesis (doctoral)--Ludwig-Maximilians-Universitaẗ München. / Vita. Includes indexes. Includes bibliographical references (p. 71-73).

Inaug.-Diss.: Berlin. / Vita. Cover title.

Thesis (Ph. D.)--University of Washington, 2005. / Vita. Includes bibliographical references (leaves 259-277).

Revision of author's doctoral thesis, 1988. / Includes bibliographical references.

Despite a plethora of proposals and counterproposals, the framework of the A level system has remained largely unchanged for forty years. This study reviews the historical context of sixth form education and provides an insight into students' perceptions of A level courses in the late 1980s. It also examines the reasons behind students' choices of subjects for study at A level and students' subsequent satisfaction with their chosen courses. The variables which most strongly influenced students' choice of subjects for study were the subject's perceived interest value, previous success in the subject and its compatibility with other subjects chosen. Also important, in some subject areas, was the perceived career value of a subject and its necessity for higher education. The students began their A level courses with very positive perceptions. The overwhelming majority view was of students' confidence in their ability to cope and high expectation of their courses. Unfortunately this initial positivism was not sustained. As students progressed through the course an increasing proportion reported that A level work was boring and became more sceptical about the utility of A levels. This growing disillusionment was probably partly responsible for some of the dissatisfaction evident in this study, gauged partly in terms of drop-out rates. It is concluded that A levels in their present form do not seem to be meeting the needs of a proportion of those who are studying them.

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This work on the role of literary form in Plato's dialogues is in response to the problem set by different approaches to an understanding of Platonic thought. The traditional approach to the study of Plato attempts to separate literary form, considered an irrelevant element, from philosophic content. A second kind of approach views each dialogue as a dramatic whole. Here, philosophic content is one component of the whole and literary form is considered to be of primary importance. A third approach attempts to give equal consideration to literary form and philosophic content. In this thesis, I examine the role of literary form in the Phaedrus in Chapter Two and in the Republic in Chapter Three. In Chapter Four, general patterns of form recognizable in the Euthyphro and the Philebus are assessed. My claim is that full access to an understanding of Plato is achieved only when both aspects, form and content, are recognized as integral aspects of the whole. I argue that literary form is an integral element in the totality of Plato's thought. / Thesis / Master of Arts (MA)

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