Thesis (Ph.D.)--University of Nebraska-Lincoln, 2007. / Title from title screen (site viewed Nov. 9, 2007). PDF text: iii, 157 p. ; 7 Mb. UMI publication number: AAT 3266776. Includes bibliographical references. Also available in microfilm and microfiche formats.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1951. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 72-[74]).

Thesis (M. Ed)--University of Hong Kong, 1992. / Includes bibliographical references (leaf 134-139).

Thesis (M.Ed)--University of Hong Kong, 1992. / Includes bibliographical references (leaves 134-139). Also available in print.

Thesis (M.S.)--University of Wisconsin--Madison, 1964. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 43-47.

Thesis (Ph. D)--Ohio State University, 1987. / Includes bibliographical references (leaves 296-303). Available online via OhioLINK's ETD Center.

This study was an exploratory study of how teachers, when faced with classroom problems which are ill-defined problems, identify and interpret the student's point-of-view. The extent to which the concept of "teacher as problem finder" may describe those teachers who have the structures and strategies necessary for teaching from a developmental perspective was also examined. The non-random sample consisted of 27 primary and intermediate level teachers who participated in district-sponsored in-service courses designed to introduce them to a developmental perspective on education. Participants were asked to complete 'The Student Anecdotes Task' and a questionnaire on their background and experience. Teachers' responses to four questions which accompanied each anecdotal task were rated according to cognitive process variables associated with problem finding and subsequent problem solving. These included: problem formulation, integrative complexity, quality of point-of-view and developmental teaching strategies. Additional variables of interest to the study included, concern for problem finding and several demographic variables. The results suggested that the variables of problem formulation, integrative complexity and quality of point-of-view as well as the developmental teaching strategies may affect how teachers identify and interpret the student's point-of-view in ill-defined problem situations. Implications for teacher education and studies of teacher thinking were discussed. The need for clinical interviews augmented by classroom observations was emphasized for future studies. Several research questions, related to the cognitive process variables identified in this study to affect the teacher's ability to teach from a developmental perspective, were generated. / Education, Faculty of / Educational and Counselling Psychology, and Special Education (ECPS), Department of / Graduate

My thesis starts by looking at Lenin's interpretation of Marxism. The Leninist ideas of a tangible reality, the rejection of social democratic compromise and the importance of social responsibility as well as personal responsibility for political action. These ideas that facilitated the 1917 Bolshevik revolution in Russia can be paralleled to the ideas later used by anti-government activists. I examine the sociopolitical environment of the Soviet Union following Stalin's death in 1953. With Khrushchev's denunciation of Stalin a new era began across the Eastern Bloc. Using Václav Havel and his interpretation of Jan Patočka's phenomenology I create a wide schema for what is, and ultimately what creates a political "dissident." Phenomenology examines the way individuals interpret first person experiences, and what meaning they then apply to those experiences. Arguably the tyrannical environment of the Eastern Bloc shaped its own opposition. I then present the work of several Russian "dissidents" to first show the truly Leninist roots of their work, and then illustrate that this "dissidence" is not a national movement, rather it was shaped by oppression. Thus "dissidents" are forced to politically act because they have learned to from their own history. The foundations of the Bolshevik revolution necessitated radical political action because of an overwhelming social responsibility. The concept of a world unified proletariat revolution can be modernized to a concept of a world wide dissident movement against tyranny. / A Thesis submitted to the Department of Russian and East European Studies in partial fulfillment of the requirements for the degree of Master of Arts. / Spring Semester, 2011. / March 23, 2011. / Dissidence, Leninism, Marxism, Vaclav Havel, Binary Categories / Includes bibliographical references. / Nina Efimov, Professor Directing Thesis; Lisa Wakamiya, Committee Member; Jonathan Grant, Committee Member.

Over the last few years the military aspect of German unification has received positive media coverage, which has prompted some to apply the term Armee der Einheit (Armed Forces of Unity) to describe the Bundeswehr of today. However, there are others who have argued that this term is inappropriate, as the process that occurred between the two militaries was a one-sided procedure that almost entirely favored the Bundeswehr (West German armed forces). After the NVA (East German armed forces) was dissolved, only a limited number of its personnel was taken over into the West German military and an even smaller amount eventually became permanent Bundeswehr soldiers. Furthermore, the process did not occur without some form of sacrifice placed upon most of the NVA personnel. As a result, there are a variety of interpretations on the dissolution of the NVA and the integration of its personnel into the Bundeswehr. Thus, one of the main challenges to understanding the event is to analyze how and why divergent interpretations have been derived, which in turn will help in the comprehension of the overall unification event as well as the open issues that continue to have a psychological impact on the former East Germans. / A Thesis Submitted to the Program in Russian and East European Studies in Partial Fulfillment of the Requirements for the Degree of Masters of Arts. / Spring Semester, 2005. / March 29, 2005. / National Volksarmee, German Unification, East German Military / Includes bibliographical references. / Nathan Stoltzfus, Professor Directing Thesis; Ljubisa S. Adamovich, Committee Member; James P. Jones, Committee Member.

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