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facilitated the licensing of music to the benefits of right holders and commercial users alike. In the online realm, however, the rationale of the collective administration of copyright has been challenged and its functioning re-configured. At a moment in time where the Internet has made the cross-border distribution of recorded music easier than ever, right holders are yet to find licensing solutions appropriate for multi- territorial online uses. This, in turn, slows down the uptake of legal online music services and prevents the realisation of the Digital Single Market, pursued within the EU. The European Commission has intervened twice, first in 2005 in the form of a non-binding Recommendation, and later in 2008, when it held that the collecting societies' practice of restricting their activities to their respective domestic territory was anti-competitive. Arguably, the contradictory effects of EU action have exacerbated rather than remedied the existing difficulties that cross-border online music services face in clearing the necessary authors' rights. This thesis proposes to re-contextualise this problem around cultural diversity, which is a recurring buzzword in the ongoing debates and which EU institutions are legally obliged to promote and to respect. Despite this seeming acknowledgment of the concept, no sound legal analysis of its scope or its implications for the field of online music has yet been proposed. Pursuing such analysis, this thesis first examines the meaning of cultural diversity under EU law to submit an understanding of it as intercultural pluralism. It then assesses the boundaries of the EU obligation to promote cultural diversity in view of the goals of the UNESCO Convention on the Promotion and Protection of the Diversity of Cultural Expressions. An analysis of the relationship between the two sets of norms suggests interpreting the EU mandate of promoting cultural diversity in light of the scope of the international obligations wherever EU action affects cultural creations. Applied to the context of online music, this novel interpretation implies that cultural diversity is promoted if all groups within the EU (a) have the ability to express their cultural identity through online music; and (b) are in a position to access online music expressing different cultures from within and outside the EU. Cultural diversity thus calls for the licensing regime to be reorganised so that online music services may, in a simple and effective way, clear the rights necessary for the online use of the entire available EU repertoire as well as a diverse foreign and, ideally, the entire worldwide repertoire. Finally, this thesis assesses the current online licensing mechanisms in a practical application of these findings, testing the commonly raised argument that collective rights management promotes cultural diversity and investigating, in parallel, whether the practical consequences of the EU interventions have promoted the diversity of online music.

Cette thèse de doctorat tente de répondre à la question de recherche suivante : comment se construit en France la discipline de l’enseignement de l’histoire en ce qui concerne l’enseignement de l’histoire de la Grèce ancienne. Au XIXe siècle, l’histoire ancienne s’impose le plus souvent en sixième ou cinquième, parfois en troisième dans l’enseignement secondaire comme discipline à part entière. Dans une première partie, à travers les changements socio-politiques enregistrés entre 1814 et 1914, nous étudions les développements législatifs placés sous la responsabilité du ministère de l’Instruction publique qui fondent les nouveaux programmes d’histoire ancienne. La liaison étroite entre les humanités classiques et l'histoire montre que l'histoire ancienne suit un chemin sans relation à celui de l'histoire de France, car, à cette même période, si le modèle de l’histoire de France prend de l’ampleur dans l’enseignement secondaire, celui de l’histoire ancienne s’affirme et se structure sous l’influence notamment de l’archéologie. Dans une seconde partie, l’étude des livres scolaires d’histoire ancienne réunis dans un corpus inédit d’ouvrages publiés entre 1814 et 1914, permet d’observer comment la présentation de la Grèce ancienne s’éloigne progressivement de l’ancien modèle contenu dans l'histoire ancienne de Charles Rollin (1661-1741) pour se laisser influencer par l'histoire scientifique à la fin du siècle. Les principaux protagonistes de ce sujet sont les auteurs des livres scolaires ainsi que les ministres de l'Instruction publique. A travers leurs discours et leurs récits, nous essayons de montrer comment l'histoire enseignée de la Grèce ancienne participe de concert avec les autres travaux historiographiques de l’époque, aux principaux bouleversements politiques qui jalonnent cette période. / The present work attempts to answer the following question : how the discipline of history teaching was built in France in the context of the teaching of history of the ancient Greece. In the nineteenth century, ancient history was most of the time imposed in the sixth or fifth grade in secondary school. In the first part of our thesis, we study the legislative developments through the socio-political changes recorded between 1814 and 1914, under the responsibility of the Ministry of Education, which provides for the first time the curriculum of ancient history. The close connection between classical humanities and history shows that ancient history follows a different path of that of French history which at the same time starts to dominate in secondary schools. On the other hand, ancient history asserts itself due to the rising of archeology. At the second part, the study of textbooks of ancient history, that were published between 1814 and 1914, allow us to observe how the presentation of ancient Greece is gradually moving away from the framework of Greek history of Charles Rollin (1661-1741) because of the professionalization of historical studies and the re-definition of their methodological foundations at the end of the century

Thesis (M.A.)--Kutztown University of Pennsylvania, 2000. / Source: Masters Abstracts International, Volume: 45-06, page: 2824. Typescript. Abstract precedes thesis title page as [2] preliminary leaves. Copy 2 in Main Collection. Includes bibliographical references (leaves 93-96).

Thesis--Lund. / Summary in English. Includes bibliographical references (p. 293-313) and index.

Theses (Ph. D.)--Université de Strasbourg, 1975. / Includes bibliographical references (p. 247-258) and index.

Inaug.-diss.--Freiburg i. Br. / Lebenslauf. "Bibliographie": p. [219]-221.