Thesis--Cornell University. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 692-715).

Thesis (M.S.)--University of Wisconsin--Madison, 1961. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves [100]-102).

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 146-158). Available also in a digital version from Dissertation Abstracts.

Inaug.-diss.--München. / Lebenslauf. "Quellen-und literaturverzeichnis": p. [7]-8.

Thesis (M.A.) -- Guo li Taiwan da xue. / Reproduced from typescript. Bibliography: p. 221-230.

Thèse--Université de Paris. / "Bibliographie": p. [170]-173.

Inaug.-diss.--Leipzig. / Cover title. Lebenslauf.

Thesis (M.S.)--University of Wisconsin--Madison, 1982. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 129-132).

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Supervisor: Robert G. Moser. Vita. Includes bibliographical references.

Thesis (M.A.)--Boston University / The purpose of this thesis is to find a basis of comparison between the educational practices of ancient Greece, specifically those of Athens and Sparta, and the educational theories put forth by Plato in his book, The Republic. This basis will be formed on the relationship between the individual and the society of which he is a member. As the historical approach is to be used, not only will the educational systems of Athens and Sparta be studied, but also the educational ideals of the Greeks all the way back to Homer, and the histories of the city-states themselves. This latter is an especially important point, for the city-states of ancient Greece were unqiue in themselves. They were not merely organizations for the preservation of law and order, but the very life source of all Greek activity and thought. As a result, education was an integral part of the function of the polis, just as the polis was an integral part, if not the consuming part, of a Greek's daily life. The education of each group is in accordance with its objectives. The Artisans receive practical training in their craft or profession; the Guardians receive a liberal education designed to produce a strong feeling of loyalty toward the state and its rulers; while the Rulers themselves receive the training of the Guardians for their primary education, and then pass on to advanced study of mathematics and philosophy, finally culminating in the study of ultimate reality, the Forms, and especially in the Form of Goodness, from whence all reality and truth and virtue and goodness derive their very existence. [TRUNCATED]