Thesis (M.S.)--Central Connecticut State University, 2001. / Thesis advisor: Paul A. Karpuk. " ... in partial fulfillment of the requirements for the degree of Master of Science in International Studies." Includes bibliographical references (leaves 52-53). Also available via the World Wide Web.

No description available.

Thesis--Bonn. / Typescript. Vita. Includes bibliographical references (p. 321-355).

Thesis (Ph. D.)--Stanford University, 1996. / Includes bibliographical references (leaves 300-317).

Thesis (M.A.)--University of Wisconsin--Madison, 1965. / eContent provider-neutral record in process. Description based on print version record. Bibliographical essay: l. 151-160.

Thesis--Bonn. / Typescript. Vita. Bibliography: p. 321-355.

The aim of this study is to identify the changing nature of sports policy in Greece in the period 1980-93. Key themes addressed were the relationship between policy goals and the political values of the principal political actors; the impact of the changing nature of the economic and social structure on policy goals and implementation; and the significance of national, local and transnational influences and contexts for sports policy. This study reflects a concern to develop knowledge in this field, in the sense both that Greek sports policy as an object of study has received little research attention, and that the framework of strategic relations theory, which has informed this analysis, has not been employed to date in investigations of sports policy systems in the literature. Gathering of data in Greece, incorporated both secondary sources, which provided aspects of the structural picture of sport, and primary data derived from interviews, which principally focused on the relations between actual policy outcomes, the goals of individuals and groups, and the struggles occurring within the social and political structure. Interviews were undertaken at various levels within the hierarchies of sports organisation and of the state. The principal elements of the concluding analysis in this study were: first, a focus on political change, from the socialist to right wing government, which resulted in changes in economic and social policy, which were themselves reflected in the nature of sports policy; second, a focus on the position of groups and individuals, and the strategic relations within the structures which are subject to policy changes; and third, an analysis of how local, national, and transnational influences have mediated the context of sports policy in Greece from 1980 to 1993. Having concluded the analysis of empirical data, a number of key themes are developed. These include the significance of the political values of the principal parties on the nature of policy goals at national level; the evidence of clientelistic relations between central government and national governing bodies of sport; patterns of corporatism in the relations between local government and local sporting bodies; and the impact of political partisanship in the relations between central and local government and its implications for sports policy at local government level. The study concludes by reviewing these phenomena within the context of the conceptual framework implied by strategic relations theory.

This thesis examines the policies of the socialist movement in the last two decades of the nineteenth century with regard to the education of children. This study is used to both reassess the nature of these education policies and to criticise the validity of the historiographical models of the movement employed by others. This study is thematic and examines the whole socialist movement of the period, rather than a party or an individual and as such draws out the common policies and positions shared across the movement. The most central of these was a belief that progress in what was called the 'moral' and the 'material' must occur simultaneously. Neither the ethical transformation of individuals, nor, the material reformation of society alone would give real progress. Children, for example, needed to be fed as well as educated if the socialist belief in the power of education and the innate goodness of humanity was to be realised. This belief in the unity of moral and material reform effected all socialist policies studied here, such as those towards the family, teachers, and the content of the curriculum. The socialist programme was also heavily centred on the direct democratic control of the education system, the ideal type of which actually existed in this period in the form of school boards. The socialist programme was thus not a utopian wish list but rather was capable of realisation through the forms of the state education machinery that were present in the period. It is argued in this thesis that the removal of this democratic machinery in 1902 crucially de-stabilised this unity of the ethical and the material and was one of the factors that led to the growth of state-centred and bureaucratic socialist solutions.

Two primary insights may be obtained from an investigation of German Social Democratic attitudes to work between 1890 and 1914. Firstly, some light may be cast upon the acceptance by an avowedly radical socialist movement of ethics of personal behavior inculcated by the German ruling classes. Secondly, the impact of that movement on the adaptation of the working class to the demands of industrial labor may be elucidated. Following a brief review of the status of German industrialization in this epoch, and of the history of the Social Democracy up to 1890, the introductory chapter outlines a model of the party's position in German society. Socialism formed a distinct "subculture" isolated politically and socially from the dominant culture. A revolutionary ideology characterized the movement, but its reformist tactics and the conditions of exclusion from the nation actually entailed the "negative integration" of the socialist subculture into the larger society. On this foundation the average party member's ideas of labor are then examined through the medium of socialist autobiographies. The work ethic was thoroughly indoctrinated by the institutions of the dominant culture: school, church, family, workshop and newspaper. The nature and ideological context of the conversion to socialism often reinforced these previously inculcated values. This irony was further magnified by the desire of many socialist workers for social "respectability." The third and fourth, chapters deal with conceptions of work in Social Democratic ideology. A militant reaffirmation of the work ethic is visible throughout the writings of both Marxist and Revisionist theorists. To some extent this may be traced to the intellectual assumptions of the ideologues, but above all the reinforcing belief in work in both the subculture and dominant culture must be credited with causing this particular emphasis in German socialist theory. Finally, the similarity between attitudes to work at both the top and bottom strata of the party is noted. While there was undoubtedly some interchange between high, and popular socialist ideology, the universal acceptance of the work ethic was due primarily to the similar influences of the dominant culture on both workers and intellectuals. But regardless of the origin of these conceptions, their impact upon the movement is quite clear. The socialist commitment to labor contributed to the "negative integration" of the Social Democracy by subtly tying the working class into German society, and aided the adaptation of German workers to industrialization by outfitting them with new ideas of work. / Arts, Faculty of / Psychology, Department of / Graduate

No description available.