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This thesis is concerned with engaging a critic who has been neglected by his peers in the field of Joyce studies for more than forty years. This critic, Joseph Campbell, is an American scholar more popularly known for his studies in myth. However, he began his intellectual career contributing to a subject that emerged in the early years of the critical reception of Finnegans Wake: that the dream depicted in Joyce???s final masterpiece is dependent on a Dreamer. The neglect Campbell???s work has endured is largely due, this thesis argues, to an inaccurate treatment of his reading of this dream figure. This inaccuracy largely stems from a critic, Clive Hart, who engages with the debate of the Dreamer as an introductory means to demonstrating the ???structural??? theories involved in the Wake. As a minor feature of Hart???s analysis, Campbell???s theory of the Dreamer is identified with another method, one belonging to a fellow American Joycean, Edmund Wilson, a method incongruent with Campbell theories of dream consciousness. Subsequently, Campbell remains an undeveloped scholar within Joyce criticism. To counter Hart???s inaccurate depiction of Campbell, this thesis argues that there is provision in early scholarship to re-evaluate Campbell???s theory of the Dreamer in more developed terms. In this respect, the thesis is divided up into three sections. The first section is a literary review of this early scholarship, demonstrating certain influential strains of thought equivalent to Campbell???s ???metaphoric??? concept of the Dreamer, one that contrasts with the rigid, ???literal??? ideas his work is predominantly identified. The second section examines Campbell???s account in detail and the specific criticism it drew from Hart. Finally, the third section argues that Campbell???s interpretation of the Dreamer is best engaged through an archetypal account of the Dreamer, one that regards the symbols encountered in the Wake through the ???guiding??? features of a mythological concept of the psyche sensitive to the reflexive tendencies of the dream portrayed, Campbell???s ???cosmogonic cycle???.

The Report of the Working Committee on College Proposals for the Australian Capital Territory (Campbell Report, 1972) led to far-reaching changes in senior secondary education. Hawker College, opened in 1976, is one of eight resulting government secondary colleges. The writer, a member of the Committee, has been Assistant Principal (Curriculum) at Hawker since its inception. This field study examines the dynamics, nature and achievements of curriculum change at Hawker, from the planning year in 1975, to 1980. Data includes student surveys and interviews; discussions with teachers, administrators and counsellors; college curriculum documents; and the writer's own observations. The Campbell Report's educational philosophy was eclectic, and "progressive". Strengths and weaknesses of the Working Committee's analyses and recommendations are assessed. Seven curriculum aims "clusters" are synthesized: four concerned with individual development, and three with the student as an effective, contributing member of society. ACT systemic strategies and structures fostered and sustained purposeful curriculum innovation, despite some problems and shortcomings. In the optimistic, idealistic climate of 1975, enthusiastic, pre-identified teachers planned Hawker's curriculum, often co-operating with staff of other colleges. Course writers' aims were highly congruent with those of the Campbell Committee. Teachers of some subjects used course models from overseas and interstate. Others developed ideas quite innovative for Australia as a whole, and sometimes without known precedent anywhere. Almost all the curriculum aims espoused by the Campbell Report are reflected in written or "unwritten" course aims. In content, a core of basic subjects are very similar to those offered for the NSW HSC. Others offer students either greater breadth or depth than does the NSW curriculum, or attend to the affective and psychomotor domains. Most teachers had modified their pedagogy, moving to a more progressive style. Hawker has had significant success in promoting students' individual 'development. It has been markedly less successful in preparing students to function within, and contribute to, society. The opening of ACT secondary colleges coincided with widespread social innovation and with changes in educational administration, funding, staffing structures and teacher education. All these created a favorable milieu for curriculum innovation. By the early 1980s, teacher weariness, some disillusionment, and social, political and administrative changes were apparent. These have slowed the rate of educational change and caused Hawker teachers to re-evaluate their aims, course content, and methods.

The context in which open space high schools were pioneered in the ACT is examined in the light of Basil Bernstein's (1971) theory of the reasons for changes in curricula and of the organisational conditions necessary for the changes which he considers to be taking place. The context which is examined is derived from analyses of the perspectives and views of the Australian Schools Commission, of the planners of the new design high schools in the ACT, of the Campbell Committee, which provided the rationale for the restructuring of the ACT secondary school system, and of the Principal and teachers of one of the original open space high schools in the ACT. From the analysis of the context of the establishment of a specific open space high school, "Windy Hill", a number of factors are seen to be significant in the process of educational change. In particular, it is claimed that any theoretical perspective on the reasons and conditions for educational change, if it is to have much influence on the change process, must take into account the perspectives of the practitioners in schools. It must also take into account the complexity of events which affect the process of educational change in systems and in schools. The relationship between imposed organisational structures and the curricular goals of schools is examined. It is claimed that changes to administrative structures must emerge from the existing aims of the system and the institution, rather than be imposed in order to effect curricular changes. Assumptions about the nature of educational change, made by the planners for the open space high schools in the ACT, are identified and related to the problems perceived by the Principal and teachers at "Windy Hill". From this analysis is derived a set of features of school settings which need to be considered when innovations in education are being contemplated. These features of the process of educational change are used to generate a number of recommendations which apply to the adoption and development of changes in education systems and schools.

In 1976, following the recommendations of the Campbell Report, school-based course development and assessment replaced the New South Wales Higher School Certificate courses and public examinations. Under the auspices of the A.C.T. Schools Authority, the A.C.T. Accrediting Agency took control of administering the new system. Nine years after the system was introduced, the benefits of the new system were very clear in the area of English curriculum at Years 11 and 12 level. To a considerable degree, the hopes of the Campbell Report have been fulfilled in terms of providing students with greater freedom of choice and flexibility in the selection of options in an English course composed of a number of term or term equivalent units. Assessment instruments have become much more wide-ranging. Teacher/student relationships have become less authoritarian. Teaching strategies and learning approaches have generally made students more active participants in the learning process. The field study drew heavily on English course documents in the senior secondary colleges, presenting an overview of the workings of the English curriculum. Because courses are being continually reaccredited, it was necessary to set the curriculum overview at a particular time, in 1984. As the A.C.T. is a small education system in Australian terms, it was possible to gain some concept of the whole picture, although 428 term units is not an inconsiderable number. The field study, because of its significant data base, poses more questions than it answers. It does, to a degree, present "what is", or rather "what was" in the 1984 English curriculum at Years 11 and 12 level in A.C.T. colleges. And it points directions for further research.

<p>In this essay the main aim is to consider Philip Pullman’s trilogy <em>His Dark Materials</em> with its female protagonist as a Bildungsroman. The principal source of the study is Jerome Buckley’s <em>Season of Youth – The Bildungsroman from Dickens to Golding. </em>Buckely’s presentation of the significant characteristics of the Bildungsroman will be applied to Philip Pullman’s <em>His Dark Materials </em>in order to explore if these characteristics are present, modified or not, in the trilogy.<em> </em></p><p><em> </em></p><p>The second aim is to investigate how <em>His Dark Materials </em>relates to the patterns of the hero’s journey. In order to approach this question, Joseph Campbell’s work <em>The Hero with a Thousand Faces </em>is applied as a main source. </p><p> </p><p>Since most material concerning both the Bildungsroman and the hero’s journey are from a male point of view and concern males, the female perspective will be represented by Susan Fraiman and Linda Wagner who both write about females and the bildung narrative.</p><p> </p><p>In the section called <em>The Story of Lyra</em>, the trilogy is summarized briefly in order to give the reader a chance to understand what the trilogy is about. In the conclusion, Lyra’s development and (hero)-journey are discussed.  </p><p> </p><p>The final claim of the study is that <em>His Dark Materials</em> can be considered a Bildungsroman and the patterns of the hero journey are found in the story about Lyra, but with some differences from her male counterparts.</p>

This thesis surveys the major works on the topic of verbal aspect. Chapter 1 provides an introduction, giving the background to the issue and listing some of the major contributors to the topic, Stanley Porter, Rodney Decker, Buist Fanning, and Constantine Campbell. Chapter 2 reviews and analyzes the contributions of these authors in this area of study. Further, this thesis seeks to clarify the topic, by exposing each author's views concerning the major matters of debate and by listing some subjects in verbal aspect that are in need of further study; in particular, the issue of the aspect of the perfect verb form, the aspect of the future verb form, and the historical present. Finally, chapter 3 demonstrates the importance of this issue for the study of Scripture, specifically, the study of the New Testament, and it gives suggestions for further study in this area.

Ce projet vise à mieux comprendre dans quelle mesure la mobilisation active d'un certain nombre de journalistes de la presse parlementaire à Ottawa a pu contribuer à l'accession de Kim Campbell au poste de chef du Parti conservateur, un couronnement qui lui a permis de devenir – en 1993 – la première et toujours seule femme à avoir occupé le poste de premier ministre du Canada. L'enquête permet en outre d'éclairer le rôle joué par les prédispositions idéologiques et/ou identitaires dans la couverture politique, en l'occurrence celui du féminisme dans la campagne de presse qui a conduit à la rapide montée au pouvoir de Madame Campbell, et de voir comment son genre – féminin – a contribué à son accession au poste de premier ministre. Le mémoire se fonde sur une analyse quantitative et qualitative d'un large corpus de textes de nouvelles (n= 317) en utilisant la méthode Morin-Chartier développée au Laboratoire d'analyse de presse de la Chaire de relations publiques et communication marketing de l'UQAM. Les résultats de cette démarche sont complétés par une analyse critique traditionnelle de l'ensemble des textes écrits par les mêmes journalistes et par des entrevues individuelles avec les journalistes retenus aux fins de l'exercice (n=4), d'autres journalistes ayant couvert cette période (n=4), et par des entretiens avec des acteurs politiques (n=3) se trouvant à l'époque dans l'entourage immédiat de Kim Campbell. Il en ressort que le genre a été un facteur déterminant dans l'orientation positive de la couverture médiatique dont Kim Campbell a bénéficié avant et pendant la course à la direction du Parti conservateur et que sa campagne visant à courtiser un groupe de journalistes, parmi lesquels se trouvaient plusieurs jeunes femmes nouvellement en poste à Ottawa; a contribué à la propulser au rang de favorite. Cette stratégie de relation publique s'est conjuguée aux préoccupations ambiantes concernant la sous-représentation des femmes (gender gap) en politique pour masquer - un temps - les failles personnelles qui allaient conduire Kim Campbell à une défaite électorale amère quelques mois plus tard. ______________________________________________________________________________ MOTS-CLÉS DE L’AUTEUR : Genre, médias, politique.

The thesis explores how elemental architecture in collaboration with the Shield can manifest a threshold condition in which a modern day hero myth can be enacted in the Canadian wilderness. Through the lens of Joseph Campbell, Tom Thomson and the archetypal structures of the Finns and Algonkians, a design proposal is derived for a Waterway Park in the Algonquin region that expands the mandate of the Ontario Parks System. In the realm of psychology, Carl Gustav Jung defines individuation as a universal quest that encourages facing and overcoming ones internal demons in order to live a more integrated existence. Located in Oxtongue River Ragged Falls Provincial Park, this proposed experimental pilgrimage retreat connects a series of primary and secondary paths to cabins, a sweat lodge and a chapel. This model illustrates a method of inhabiting a protected wilderness site that can be applied to existing and future Parks to inspire a condition of corporeal and spiritual rejuvenation in Ontario’s near North.

The thesis explores how elemental architecture in collaboration with the Shield can manifest a threshold condition in which a modern day hero myth can be enacted in the Canadian wilderness. Through the lens of Joseph Campbell, Tom Thomson and the archetypal structures of the Finns and Algonkians, a design proposal is derived for a Waterway Park in the Algonquin region that expands the mandate of the Ontario Parks System. In the realm of psychology, Carl Gustav Jung defines individuation as a universal quest that encourages facing and overcoming ones internal demons in order to live a more integrated existence. Located in Oxtongue River Ragged Falls Provincial Park, this proposed experimental pilgrimage retreat connects a series of primary and secondary paths to cabins, a sweat lodge and a chapel. This model illustrates a method of inhabiting a protected wilderness site that can be applied to existing and future Parks to inspire a condition of corporeal and spiritual rejuvenation in Ontario’s near North.