The thesis Lithuania: the Rebirth of a Nation, 1991-1994 examines the first years of the rebirth and regeneration of Lithuania in the face of the legacy of the Soviet Occupation. It studies the essential components of rebirth: the creation of domestic, foreign and security policies and the revitalising of the economy as Lithuania broke away from the USSR. The Soviet Occupation grafted the mentality of homo sovieticus onto the Lithuanian people and its effect is charted when observing the processes surrounding Lithuania's rejuvenation. An additional chapter examines the evolution of homo sovieticus itself, studying bureaucratic societies, such as the Habsburg Empire and the USSR. The chapter also shows the manifestation of homo sovieticus in works of literature, art, music and humour and explores the concept of 'internal exile'. The thesis commences with a condensed history of Lithuania, as this history has created the distinct national identity which sustained the Lithuanian people during the decades of occupation. After the chapter on the evolution of homo sovieticus, its legacy is studied in a survey of Lithuania's domestic politics between 1991-1994. This chapter, however, extends until 1996 to demonstrate the changing political fortunes during the first post-Soviet years. Interlinking chapters on foreign and security policy appraise Lithuania's attempts to rejoin the international community and acquire an effective security guarantee. The influence of the presence of homo sovieticus is again noted both here and in the final chapter, devoted to Lithuania's transition to a market economy. The thesis concludes that while enormous strides were taken between 1991-1994 to return Lithuania to her pre-Occupation status, the damage caused by fifty years of the Soviet Occupation had created unforeseen obstacles which led to complications in the process of rebirth, many of which will be unsurmountable in the immediate future.

No description available.

vii, 80 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / This thesis offers an analysis of the competing interests of the state and the individual in Belle Epoque France as manifested in a crisis of marriage. I argue that traditional institutions that favored social stability were incompatible with a modern understanding of individual rights. My argument is centered on three issues: the abolition of the dowry, the legalization of divorce and the legitimization of free union. Conservatives considered familial stability to be a vital element of national security, thereby justifying extensive state interference in marriage practices. Liberals contended that the primary function of government was to guarantee individuals maximal freedom. These competing interests produced a climate of crisis that pitted two irreconcilable visions of marriage against one another. / Committee in Charge: George Sheridan, Chair; David Luebke; Alexander Dracobly

xii, 167 p. : ill., maps. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / In the 1940s, Eugene, Oregon's first African-American neighborhood took root on a riverbank north of the city. In 1949, county officials demolished the homes and church of the ad hoc community and relocated the residents. In the 21st century, no physical evidence of the former neighborhood remains, but the history continues to circulate among Eugene's contemporary African-American community. This thesis documents the history of Eugene's first black neighborhood, examines the roles that race and class played in its demolition, and develops recommendations for public commemoration. To do so, it critically examines methods of historic preservation and their relationship to sites of intangible history. Through an analysis of various models of commemoration, a multi-disciplinary approach emerges that may apply to similar sites. / Committee in Charge: Kingston W. Heath, Chair; John Fenn

This thesis is an examination of the main tendencies in the trade union movement in South Africa during the currency of the Industrial Cenci 1 iation Act from 1924 to 1979, and of state labour policy of direct relevance to worker organisation. It considers in particular the reasons for the predominance of protectionist strategies, frequently amounting to racial monopolies and exclusion, among the unions catering for white artisan and production workers. Attention is given to the deployment of legislative and other policy instruments by the South African state intent on providing support for the prevailing protectionist demands and the exclusionary stance of large sections of the trade union movement. In analysing these developments, reference is made to the history of the trade union federations reflecting the divergent interests of different sections of the South African labour movement during this period. The evolution of trade unions for the workers occupying a subordinate role in the South African "racial order" is also traced. Consideration is given to the barriers to the full development of such trade unions, and to the incipient decline of the era of racial exclusion which the 1970s witnessed. / Sociology / D. Litt. et Phil. (Sociology)

No description available.

No description available.

No description available.

No description available.

This study focused on public school home economics education in British Columbia between 1903-1939. The aim was to examine how home economics educators of this time period worked to have home economics recognized as a compulsory school subject, and how their accomplishments were influenced by contemporary events and progressive education ideals. Documents were analyzed, compared and synthesized to form as accurate a picture as possible of the conditions under which the place of home economics in the school system was justified. Sources used included annual reports of the public schools, curriculum documents, newspapers and special interest publications, and relevant writings of the principal actors. The time period 1903-1939 was divided into three sections. In the formative years (1903-1924) home economics was directed towards girls' vocational training as homemakers. Early home economics educators viewed the subject as a means of teaching about the middle-class "home ideal" through the inculcation of good habits of cleanliness, exactness and order. A problem arose because home economics, like other forms of practical education, was marginal, not central to the school system. It was not viewed seriously or made a priority except as it related to girls' education. Advocates of home economics decided that home economics would gain legitimacy if it were more regulated and accepted for matriculation credit, and worked toward this end. The 1924-25 survey of the British Columbia school system by J.H. Putman and G. M. Weir and the resulting Putman-Weir Report (1925) cemented many progressive education ideas. The Report placed home economics in an ambivalent position by promoting it as a means of teaching both cultural and vocational values and criticizing it for lack of organization and poorly trained teachers. The Putman-Weir Report reaffirmed contemporary ideas about the role of home economics in socializing female students and building a healthy nation. Political and economic factors kept the implementation of the Report on hold for eight years, with the exception of the appointment of Jessie McLenaghen as first Provincial, Director of Home Economics for the Department of Education in 1926. Jessie McLenaghen set about proving the worth of home economics and ensuring its place in the public school system. The student population of home economics changed from elementary to secondary school students accompanied by increased formalization such as examinations and use of a textbook. Home economics at the secondary school level required teachers with university degrees but there was no Chair of Home Economics at the University of British Columbia to train them. Consequently there were many unqualified teachers. A prescriptive curriculum and teacher inspections were seen as necessary to counteract this. The end result was an overemphasis on standards and technical instruction under the guise of promoting worthy home membership. After the curriculum revision of 1936, home economics was in the ambivalent state of a practical subject in an academic setting, forced to conform to 40-50 minute periods and examinations. It was female-dominated in an education system oriented to male values and a field which contained technical knowledge as well as moral and ethical standards. Jessie McLenaghen's actions of unifying and reconciling the home economics curriculum had ensured its survival, but in a truncated form. Home economics did not last as a compulsory subject past the Chant Commission of 1960 when many New Education ideas were discarded. Conformity was emphasized over the recognition of individual differences in homes and families, and the practical importance of home economics was submerged. In summary, a challenge is presented for home economics to re-examine and reclaim its practical roots. Suggestions for further study are made. / Education, Faculty of / Curriculum and Pedagogy (EDCP), Department of / Graduate