This thesis is a study of the characters in John Steinbeck's fiction.

The purpose of this study is to critically compare and contrast John Steinbeck's The Grapes of Wrath and Frederick Manfred's The Golden Bowl in order to evaluate the two novels with regard to the Western literary tradition and to assess the significant contribution of the two writers to Western American literature.

The purpose of the study was to determine the attitudes and judgments of public school superintendents in the State of Indiana in regard to the public school system and early childhood programs. Early childhood education was defined as: parent education for parents of young children, nursery school (prekindergarten) for children of ages three and four, kindergarten for five year olds, and day care programs for children.A questionnaire containing forty-five items was developed and refined with the aid of the Northeastern Indiana School Study Council serving as the pilot study group. A questionnaire was sent to all 289 superintendents of public school corporations in Indiana. Two hundred five, or 71 per cent of the superintendents replied to the questionnaire. The data were analyzed and reported as raw numbers, percentages, and totals.Major findings included:1. Approximately 51 per cent of the superintendents indicated the present educational services available to all three, four, and five year old children were not adequate in the school districts represented.2. Approximately 80 per cent of the schools did not provide educational programs for adults relating to the role of the parent.3. Approximately 78 per cent of the superintendents strongly agreed the early childhood programs should have been concerned about all aspects of a young child's development.4. Over 95 per cent of the responding superintendents indicated strong agreement or agreement that the family had the primary responsibility and the rest of society had a supplemental responsibility for providing adequate health, education, and care of young children.5. Approximately 64 per cent of the respondents strongly agreed or agreed that teaching people ways to be better parents was an educational need in the community.6. Approximately 63 per cent of the superintendents disagreed that day care and nursery school programs in the community might have been best provided by the public school.7. Approximately 97 per cent of the superintendents strongly agreed or agreed the availability of revenue for financing programs for young children was limited.8. Approximately 87 per cent of the superintendents expressed agreement that an enriched experience in a planned educational program was important to a young child's development.9. A total of approximately 63 per cent of the respondents agreed or strongly agreed early childhood services could be effective when delivered through the public school system.10. Approximately 57 per cent of the responding superintendents disagreed or strongly disagreed that the nursery school for three and four year old children should have been operated as an integral part of elementary education in the public schools.Conclusions were:1. Early childhood programs, outside the home,were a need in the State of Indiana. Kindergarten programs were not available for all five year old children. The educational needs for all three, four, and five year old children were not being adequately met.2. A program teaching high school students and adults how to be competent parents was a need in the State of Indiana. A t the same time competency as a parent was judged to be an important element for the provision of meaningful experience in a young child's life.3. Approximately 75 per cent of the superintendent's attitudes and judgments concerning the philosophy of early childhood development was in agreement with the review of research and related literature.4. Superintendents expressed agreement that a planned educational program was important in a young child's development and the public schools could effectively deliver the early childhood services. However, over one-half of the superintendents expressed disagreement that the have been operated as an integral part of elementary educational programs for three and four year old children should be operated in the public schools.

Zugl.: München, Univ., Diplomarbeit, 2006

Thesis (Ph. D.)--University of California, Santa Cruz, 1991. / Typescript. Includes bibliographical references (leaves 205-216).

Thesis (M.A.)--Georgia State University, 2006. / Title from title screen. Audrey Goodman, committee chair; Thomas McHaney, Chris Kocela, committee members. Electronic text (84 p.) : digital, PDF file. Description based on contents viewed June 19, 2007. Includes bibliographical references (p. 82-84).

This thesis is a study of John Steinbeck's observations and opinions during twenty-eight years of writing about the relationships between people of difference economics and social classes.

Le présent mémoire porte sur le rôle de Steinbeck en tant qu'inteIlectuel libéral de gauche au cours de la dernière décennie de sa vie, soit les années 1960. Steinbeck est un écrivain américain qui vantait la ténacité et le courage du «petit peuple», ces opprimés économiques et sociaux, dans des écrits des années 1930, comme The Grapes of Wrath. Après avoir préalablement défini Steinbeck comme un intellectuel du «New Deal» durant la crise économique des années 1930 et avoir traité de ses actions et de ses écrits dans la période de la Deuxième Guerre mondiale, puis dans la période de l'après-guerre, ce mémoire s'étend sur le rôle de Steinbeck dans les années 1960. L'originalité de cette étude réside dans le fait que nous avons ciblé une période moins connue de Steinbeck, car celle-ci est vue comme un déclin dans la carrière de l'écrivain par plusieurs critiques. En effet, notre recherche nous a amené à remettre en question la thèse de nombreux critiques qui décrivent Steinbeck comme un néo-conservateur ou un conformiste désengagé vers la fin de sa vie. Contrairement à cette idée répandue, nous montrons que Steinbeck ne doit aucunement être mis de côté après 1960. Non seulement est-il resté toujours très actif au cours de cette période, sinon plus qu'avant, mais à l'aide de ses écrits et ses interventions en politique, Steinbeck a eu un impact sans précédent quant à la poursuite du libéralisme au cours de cette décennie. D'après nous, ce lauréat du prix Nobel voulait une poursuite du «New Deal», tout comme d'autres libéraux de l'époque. De fait, l'écrivain a joué un rôle majeur dans la dénonciation de l'immoralité qui sévissait dans la nation. Pour y remédier, Steinbeck se rapprocha, comme auparavant, de présidents et soutint leurs réformes. D'après lui, le président était un leader capable de redonner une direction à la nation en crise. De plus, il soutint ardemment le mouvement des droits civiques, bien qu'il ait été hostile au mouvement des jeunes et à la Nouvelle Gauche. Selon Steinbeck, le mouvement noir non violent voulait justement mettre fin au plus grand problème moral du pays, c'est-à-dire l'inégalité raciale. Steinbeck appuyait d'ailleurs de diverses façons des leaders noirs, tel que Martin Luther King, Jr. Comme le président, de par leurs actions héroïques, les Noirs pouvaient redonner un sens moral à la nation. Enfin, il fut un grand partisan d'une lutte anticommuniste dans le monde entier, comme ce fut le cas au Viêt-nam. Toutefois, il n'était aucunement motivé par un anticommunisme aveugle, mais visait plutôt une lutte contre l'immoralité aux États-Unis et la fin de la domination des communistes au Viêt-nam grâce à l'envoi de soldats courageux. Bref, ce grand intérêt de sa part pour améliorer la vie de nombreux Américains et aussi d'opprimés à l'extérieur du pays montre que l'historiographie de Steinbeck donnait, jusqu'à présent, une fausse réalité à propos de l'écrivain. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Guerre du Viêt-Nam, Intellectuels libéraux, John F. Kennedy, John Steinbeck, Lyndon B. Johnson, Mouvements sociaux, «New Deal».

Made available in DSpace on 2014-06-11T19:26:35Z (GMT). No. of bitstreams: 0 Previous issue date: 2010-02-23Bitstream added on 2014-06-13T19:13:40Z : No. of bitstreams: 1 defazio_ahp_me_assis.pdf: 1692517 bytes, checksum: 7e9cb3508e8a110d3480a0f807533dbb (MD5) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Temos no filme Viva Zapata! (1952) o eixo central desta pesquisa, através da qual buscamos iluminar as relações entre cinema, cultura e política norte-americana dos anos cinqüenta, além de questionar como este cinema forma uma visão sobre o outro – nesse caso, os mexicanos. Produzido e lançado nos Estados Unidos em meio ao macartismo – oposição e perseguição aos comunistas, decorrente da Guerra Fria – é dirigido pelo cineasta Elia Kazan e tem como roteirista John Steinbeck, importante romancista norte-americano. Suas temáticas dialogam com a cultura e a política da época, os quais buscamos resgatar através deste estudo. Ainda, sendo um filme norte-americano sobre o México, nos possibilita questionar como este país e seu povo são representados – e ir além, analisando como se formam as visões dos outros no imaginário norte-americano, visão esta que se reflete através de manifestações culturais, como o cinema / The film Viva Zapata! (1952) is the central axis of the present study, through which we tried to highlight the relationships among North American cinema, culture and politics in the 1950s, as well as to question how this cinema forms the view about the other – in this case, the Mexicans. Produced and launched in the United States during McCarthyism – opposition and persecution to communists due to Cold War –, that film was directed by the filmmaker Elia Kazan and had as writer John Steinbeck, an important North American novelist. Its themes dialogue with the culture and the politics of that period, which we tried to rescue through this study. In addition, it is a North-American film about Mexico, which allows us to question how this country and its people are represented – as well as to analyze how the view about the others is formed in the North American imagination, since this view is reflected through cultural manifestations such as cinema

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