Thesis (Psy. D.)--Wheaton College Graduate School, Wheaton, IL, 2002. / Abstract. Includes bibliographical references (leaves 52-55).

This essay investigates the gender roles in Joyce Carol Oates' The Falls. The novel concentrates ona family who live by Niagara Falls in the US, but the novel's main focus is on a woman namedAriah. Ariah is considered as an outcast and different from her surrounding socialites and thereforeit is interesting to investigate how society and its norms affects her. This essay concentrates on themain character Ariah and how the society's norms affect her and contribute to her alienation. Theessay focus on the key norms in the novel and analyzes them with the help of Betty Friedan'stheories in The Feminine Mystique to investigate if there is any correlation between society's normsand the main character's alienation. The aim of this essay is to investigate the connections betweenthe main character's alienation and her refusal to succumb to society's expectations of her as awoman.

Syftet med denna studie har varit att belysa representation av lesbisk åtrå i film. Filmerna jag har tittat på är Carol och Portrait of a Lady on Fire, där jag undersökt huruvida begreppen the male gaze och the female gaze visar sig i filmerna. Detta är gjort genom en filmanalys där jag har utvecklat en tes, delat upp filmen i segment samt antecknat filmtekniker. I min analys har jag utgått från teorier om blick; gaze theory, the male gaze och the female gaze. I båda filmerna representeras åtrå främst genom blicken, men även genom olika symboler, språk och behov. Den skildras inte nödvändigtvis genom nakenhet eller sex – utan kan vara ett grepp på axeln eller en intensiv blick. Genom välarbetat manus, kameravinklar utifrån bådas synpunkter och kostymer som inte förminskar kvinnan tar båda filmerna avstånd från the male gaze. Istället har båda parterna i förhållandet en aktiv roll där kommunikation och samtycke styr, vilket är i linje med the female gaze. / The purpose of this study has been to highlight the representation of lesbian desire in film. The films I have watched are Carol and Portrait of a Lady on Fire, where I investigated whether the concepts of the male gaze and the female gaze appear in the films, and if so, how. I have conducted a filmanalysis where I developed a thesis, segmented the films and took notes of film techniques. I have based my analysis on different theories concerning the gaze; gaze theory, the male gaze and the female gaze. Both films represent desire throughout the gaze, but also through different symbols, languages and needs. It is not necessarily portrayed by nudity or sex – instead by grasping the shoulder or holding an intense gaze. Through well-crafted script, camera angles based on both viewpoints and costumes that do not diminish the woman, both films distance themselves from the male gaze. Instead, both parties in the relationship have an active role where communication and consent govern, which is in line with the female gaze.

The theatre in the nineteenth century was a source of entertainment similar in popularity to today's film culture, but critics, of both that age and today, often look down on nineteenth-century theatre as lacking in aesthetic merit. Just as many of the films now being produced in Hollywood are adapted from popular or classic literature, many theatrical productions in the early 1800s were based on popular literary works, and it is in that practice of adaptation that value in nineteenth-century theatre can be discerned. The abundance of theatrical adaptations during the nineteenth century expanded the arena in which the public could experience and interact with the great popular literature produced during the period. Additionally, theatrical adaptations afforded audiences the opportunity of considering how the medium of theatre functions artistically, since a story on stage is communicated differently than a story in print. Studying theatrical work as adaptation – especially when we focus on the manner in which the subject is communicated rather than on alterations in the subject itself – reminds us that the theatrical medium is not constituted of the same formal elements as literature and should not be judged according to the same criteria. The stage of the early nineteenth century, perhaps more than in any other age, was defined by its appeal to the sense of sight rather than by attempts to be literary by using literary devices on the stage. Instead, theatre of this age found ways of communicating the subject material of popular literature in an entirely new "language" system, with varying degrees of success. Considering adaptation as a process of translation from one aesthetic language to another reveals that some creative minds were more attuned to the unique aesthetic capabilities of each medium than others. Two case studies of theatrical adaptations produced in nineteenth-century England apply this model of adaptation while considering the unique stage conventions, expectations, and culture of the day. These analyses reveal differing degrees of sensitivity to the mode of communication in literature and theatre.

Vom 20. bis zum 21. März beherbergte die Musikakadernie Mykola Lyssenko aus Lviv (Lemberg, Leopol, Lwow) - die Hauptstadt des historischen Galiziens, heute das Herz der westlichen Ukraine - ein internationales Symposium, das dem Komponisten, Pianisten, Dirigenten und Pädagogen Carol Miculi (1858-1897) gewidmet war, welcher in der zweiten Hälfte seines Lebens der bedeutendste Musiker der Stadt war.

This paper analyzes two policies published by the Canadian Government, the Electronic Travel Visa and the Interactive Advance Passenger Information. These policies were initiated to close an integrity gap and to fight security issues resulting from globalization. These two documents are problematized by using Carol Bacchi’s analytical framework, What’s the Problem Represented to be, to dissect the underlying problem representations, the historical developments and the effects of these policies on migrants and travellers. Globalization, securitization and externalization in connection to Critical Border Studies are used for theoretical development. The results show that these policies have altered Canadian border management by pushing screening processes outside of physical sovereign boundaries and traps migrants in a web of offshore policing and securitization.

In the United States, Christmastime has become a time of tension between the holy ideals of family togetherness, childhood innocence, and goodwill towards men and commercial idolatry. Christ and Santa Claus are pitted against each other in the war on Christmas between religion and secularism instead of feasting together on ham and figgy pudding in the traditional fashion. While many would agree that the everyday realities of the Christmas season do not often live up to the ideals imposed upon the holiday, few are able to tell why this is so or even trace the roots of their discontent. In an exploration of the unique anomaly of the hierosecular American Christmas, I propose that the unique systems of Christmas belief extend beyond the usual boundaries of sacred and secular to create a complex web of different beliefs that are performed together to create the unique feeling of Christmas. From a performance theory perspective, I use performance as both traditionally theatrical and as a paradigm for understanding and expressing belief in an effort to explore the essential but elusively defined cultural signifiers of the American Christmas. Through a series of case studies focusing on various traditions of Christmas performance, I apply the performance theories of Diana Taylor, Patrice Pavis, Victor Turner and others to such Christmas staples as Charles Dickens’ A Christmas Carol and Tchaikovsky’s The Nutcracker. In doing so, I propose different points for viewing Christmas and introducing new points of inquiry for questioning the meaning of Christmas, belief, and performance

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The following study is interested in informal education in three of Charles Dickens's novels: A Christmas Carol (1843), Bleak House (1852), and Great Expectations (1860). While substantial scholarly attention has been paid to Dickens's interest in formal education, for example his educational reform efforts, his fictional depictions of schools and schooling, and his "student" and "teacher" characters, my project considers the fictional moments in which Dickens depicts education happening outside traditional "school" settings. I argue against claims that Dickens was exclusively interested in critiquing pedagogical practices; rather, Dickens offers informal solutions to Victorian attempts at establishing a state-run educational system. My project begins with a chapter providing historical context on formal Victorian educational practices; practices which inform Dickens's descriptions of both formal and informal learning/teaching experiences. In my analysis of A Christmas Carol, I analyze the Christmas Spirits's teaching strategies and find that the ghosts offer a more humane pedagogical approach than common Victorian teaching methods like Andrew Bell and Joseph Lancaster's Monitorial System. My chapter on Bleak House considers the ways in which gendered teaching and learning complicate a Dickensian perspective on what can be defined as best-practice pedagogy. In Great Expectations, I explore how the generic form of the Bildungsroman, or the novel of education, contributes to Dickens's evaluation of learning and social mobility. My project concludes by demonstrating how Dickens explodes and expands definitions of "teacher," "pupil," and "learning" in A Christmas Carol, Bleak House, and Great Expectations, even for twenty-first century audiences. / Master of Arts / In his novels Hard Times, Dombey and Son, and Our Mutual Friend Charles Dickens famously criticizes common Victorian educational practices by depicting unfair and cruel treatment in school and classroom settings. However, Dickens's portrayals of excellent educational settings is often overlooked. My thesis argues that examples of Dickens's successful teachers occur most frequently in his portrayals of informal education. In A Christmas Carol (1843), Bleak House (1852), and Great Expectations (1860), ghosts, friends, mothers, dancing-masters, and dubious neighbors become the best teachers to needy students. My project begins with a chapter providing historical context on formal Victorian educational practices; practices which inform Dickens's descriptions of both formal and informal learning/teaching experiences. In my analysis of A Christmas Carol, I analyze the Christmas Spirits's teaching strategies and find that the ghosts offer a more humane pedagogical approach than common Victorian teaching methods like Andrew Bell and Joseph Lancaster's Monitorial System. My chapter on Bleak House considers the ways in which gendered teaching and learning complicate a Dickensian perspective on what can be defined as best-practice pedagogy. In Great Expectations, I explore how the generic form of the Bildungsroman, or the novel of education, contributes to Dickens's evaluation of learning and social mobility. My project concludes by demonstrating how Dickens explodes and expands definitions of "teacher," "pupil," and "learning" in A Christmas Carol, Bleak House, and Great Expectations, even for twenty-first century audiences.