This study emphasizes the private and public struggles of the common man as portrayed in two representative plays by Arthur Miller, Death of a Salesman and The Price, and two by Thornton Wilder, Our Town and The Skin of Our Teeth. These plays demonstrate man's struggle because of failures in responsibility toward self and family and because of his inability to fully appreciate life. Miller concentrates on the pathetic part of Man's nature, caused by a breakdown in human communication. Wilder, however, focuses on the resilient part which allows man to overcome natural disasters and moral transgressions. The timelessness of man's conflict explains the motivations of symbolic character types in these plays and reveals a marked applicability to all average citizens in American society.

The problem of the study was to determine the nature and extent of differences of selected characteristics of students enrolled in occupationally oriented curriculums and students enrolling in baccalaureate oriented curriculums at Thornton Community College in Harvey, Illinois, for the fall of the 1969-1970 school year.To obtain measures relative to selected characteristics of students, The ACT Guidance Profile: Two Year College Edition and the SRA Junior Colleqe Placement Battery were administered to 106 prospective occupational students and 194 prospective baccalaureate students who participated in orientation activities during May and June of 1969. The ACT Guidance Profile provided data relative to student interests, self-reported potentials, self-reported competencies, self-estimates of abilities, and satisfaction with field of study. From the SRA Junior Colleqe Placement Battery, measures of intelligence and aptitude relative to English, reading, and mathematics were obtained for each subject. The high school class rank of each participant was obtained from admission records. The curriculum in which each subject enrolled was determined from registration data.Seven hypotheses were developed for the study. To test the hypotheses, the mean scores of variables obtained group were statistically compared with the male baccalaureate group. Similarly, the mean scores of the variables tested of the female occupational group were statistically compared with the characteristics of the female baccalaureate group.The Spearman Rank order technique was applied to "actual" interest profiles obtained from the test instruments and "ideal" obtained from occupational choices. The t-test of significance was applied to the resulting mean coefficients of correlations of interest profile congruency, and the mean scores obtained for all other variables included.Findinqs and ConclusionsIt can be generalized that there is a great deal of similarity between and among male students selecting occupationally oriented curriculums and male students selecting baccalaureate oriented curriculums as well as female students selecting the two separately identifiable instructional programs. Baccalaureate oriented students, however, generally scored higher on tests of academic ability, experienced a higher level of success relative to academic pursuits in high school, reported a greater involvement in and competency relative to selected activities associated with the types of experiences encountered in academic from responses to the instruments of the male occupational pursuits, and possessed higher self-estimates of abilities in a number of traits essential to academic success. The distinctions between female baccalaureate students and female occupational students was not as great as the differences between the males of the two groups.The baccalaureate oriented and occupational oriented male groups reflected comparable patterns of relationship between measured interests and stated occupational choice. Although the two groups of females also indicated comparable patterns of relationship between interests and occupational choice, the interests of the female groups correlated with occupational choice at a higher level than did the interests of the two groups of males. The four subgroups of the study expressed satisfaction with educational plans.

Thesis (Ph. D.)--University of Washington, 1994. / Vita. Includes bibliographical references (leaves [294]-305).

Thesis (Ph. D.)--Johns Hopkins University, 1933. / Cover title. Reprints from various periodicals, with cover having thesis note, and "Vita" on p. [3]. eContent provider-neutral record in process. Description based on print version record. Bibliography at end of each section.

No description available.

This thesis serves as documentation of my efforts to define accurately my creative process as an actor in creating the role of Doc Gibbs in Our Town by Thornton Wilder. This includes research, rehearsal journal, character analysis and evaluation of my performance. Our Town was produced by the University of New Orleans Department of Film, Theatre and Communication Arts in New Orleans, Louisiana. The play was performed in the Robert E. Nims Theatre of the Performing Arts Center at 7:30 pm on the evenings of April 22 through April 24, 2010 and April 29 through May 1, 2010 as well as one matinee at 2:30 pm on Sunday, May 2, 2010.

I argue in my dissertation that Robert John Thornton's (1768?-1837) Temple of Flora (folio 1799-1807, quarto 1812), also entitled "The Universal Empire of Love," represents personified botanical flowers of the British Empire in a colonial microcosm where anthropomorphic plants are allegorized as Europe's others. This book was a collectible item with plates issued in a series of subscriptions, which were always bound in different combinations so that no two copies were ever the same--a book that depicts a metamorphic view of nature through a series of alterations made to the individual plates, which reflects the diversity of exotic and familiar territories in the world and the mysteries within it. Thornton chose plants, flower symbolism, and landscape backgrounds "with scenery appropriated to their subject," to encapsulate the universe as a series of botanical scenes of exotic and familiar territories of Britain's past and present, and this botanical world includes four continents of the world symbolically represented as women through the relationship between image and text, the diversity of people and naturalia within these territories, and the passage of historical and chronological time. TheTemple of Flora is a textual space that involves strategies of possessing and knowing nature through the collection and conquest of plants that represent the colonial inhabitants of the British Empire ensconced in their territories and collected by wealthy Britons as a miniature colonial and exotic world bound between two covers. / History of Science

According to James Mulholland, choral works in which the composer begins by using the text to inspire creativity evolve in three stages. First, the poet carefully chooses words and expressions as a vehicle for thoughts and emotions. The composer, in the second stage, enhances the artistic impact of the poem by setting it to music. In the final stage, conductor and performers give voice to the poet's work and to the composer's musical expression of it in a live performance.Choral conductors serve two art forms, language and music. In this study, I will investigate the compositional process and musical style of James Mulholland in five of his choral works, focusing on the composer's use of scansion (measurement of metrical patterns in each line of poetry), vocalization, imagery, and Leitmotif to express the text. The choral works to be studied include Heart, we will forget him! (Emily Dickinson), Fulfillment (Anonymous), The Wild Honeysuckle (Philip Freneau), What lips my lips have kissed (Edna St. Vincent Millay), and If love should count you worthy (attributed to Sidney Royse Lysaght). These pieces were chosen in consultation with the composer to represent his general style. My desire to survey a variety of poets was an additional consideration.Although the focus of my study lies in the second stage of the evolution of a choral work (the setting of the text by the composer), I suggest rehearsal considerations based upon my research. To provide historical context highlighting the circumstances under which each poem was written, poets' biographies (where applicable) are included. Additionally, a synopsis of each poem will provide a cursory understanding of its meaning. Familiarity with the poem's historical context and basic vocabulary is essential to the performance in order to clearly communicate the emotion of the text to a live audience.

Thesis (D.A.)--St. John's University, 2005. / Includes bibliographical references (leaves 118 -122).

Thesis (M.A.)--Brigham Young University. Dept. of English, 2004. / Includes bibliographical references (p. 125-133).