Thesis (M.A.)--University of North Texas, August, 2009. / Title from title page display. Includes bibliographical references.

Thesis (PhD--French)--University of Auckland, 2010. / At head of title: The University of Auckland, School of European Languages and Literature in joint registration with / en cotutelle avec Univeristé Paris 8 (Vincennes-Saint Denis), UFR Historie, Littératures, Sociologie, Départment de Littérature Française. "A thesis submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in French and Comparative Literature, the University of Auckland = Thése pour obtenir le grade de Docteur en Langues et Littératures Françaises Université Paris 8 (Vincennes-Saint Denis), 28.1.2010."

Thesis (M.P.H.)--University of Michigan, 1945.

Thesis (M.A.)--University of California, Berkeley, 1983. / Cover title. Typescript. Includes bibliographical references.

Studien undersöker sambandet mellan skilsmässor och bostadspriser. Syftet är att bidra med ett vetenskapligt perspektiv som tidigare saknats i den svenska debatten inom ämnet. Avsikten är att förmedla en djupare förståelse för hur ekonomiska faktorer påverkar beslutet att skiljas, och hur familjer reagerar på förändringar i bostadsmarknaden. Frågeställningen som undersöks är; Finns det ett kausalt samband mellan förändringar i bostadspriser och skilsmässofrekvens på kommunal nivå i Sverige? För att studera ämnet används Gary S. Beckers teori som utgångspunkt. Teorin beskriver hur valet att ingå i äktenskap samt stanna i äktenskap baseras på en nytto-kostnadsberäkning. Tidigare forskning visar på olika resultat, både positiva och negativa samband mellan variablerna har observerats. Metoden som tillämpas i denna studie är en regressionsanalys baserad på paneldata som omfattar kommuner under en period på 21 år. Resultatet av undersökningen visar ett statistiskt signifikant, men svagt, positivt samband mellan variablerna

AN ABSTRACT FOR THE DISSERTATION OF STEPHEN JACK MCCASKEY, for the Doctor of Philosophy Degree in EDUCATION, presented on June, 2009, at Southern Illinois University Carbondale. TITLE: TEACHING STYLES AND LEARING STRATEGIES OF ILLINOIS SECONDARY CAREER AND TECHNICAL EDUCAITON TEACHERS MAJOR PROFESSORS: Dr. Marcia Anderson Dr. John Washburn The purpose of this study was to identify the teaching styles and learning strategy preferences of secondary CTE teachers in the state of Illinois. This study explored variables related to the teaching-learner transaction for teachers with varied educational backgrounds. Further, this study examined the relationship between teaching styles and several demographic variables and the relationship between learning strategies and several demographic variables for teachers in the CTE field. Participants involved in this study were members of the Illinois Association of Career and Technical Education (IACTE) at the time of the study. Demographic data revealed most respondents were female and age varied between 20 to 73 years with the highest percentage of responses being between the ages of 51-55. The majority of respondent ethnicity was White. The number of years teaching among respondents varied from 0 to 41 with the highest percentage having less than six years. The highest percentage of respondents held a Master's degree and the highest percentage in which the respondents most frequently teach is Technology Education/Industrial Education. The certificate type that most respondents hold is a Type 09 Standard. This study employed two standardized instruments and a questionnaire assessment to address four research questions. The Principles of Adult Learning Scales (PALS) was the first instrument used in this study and is designed to assist individuals in identifying their teaching style. Assessing the Learning Strategies of Adults (ATLAS) was the second instrument used in this study and is designed to quickly identify learning strategies. The online questionnaire was administered by placing the instruments on the Department of Workforce Education and Development's server at Southern Illinois University Carbondale. The majority of respondents in this study identified Problem Solvers as their preferred learning strategy followed by Navigators and Engagers. The respondents of this study represented an overwhelming commitment to the teacher-centered style. Based on the results of this study, the analyses of data were used to create a profile of the three preferences of the learning strategies for CTE secondary teachers. Additionally, the analyses of data from this study were used to create a profile of the two types of the teaching styles for CTE secondary teachers - Teacher-centered and Student-centered.

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(in English) The aim of this diploma thesis is to analyse narrative techniques in four novels of Romain Gary: Au delà de cette limite votre ticket n'est plus valable, Éducation européenne, Clair de femme and La vie devant soi in relation to author's ethic. The thesis studies how narrative ends up in a plot via individual narrative techniques and it also studies the way works transmit moral or even didactical appeal to a reader. The main attribute is mostly the category of narrator, the role it plays in a text or the point of view from which the story is told. Character speech (monologues and dialogues) is not omitted, what allows the analysis to take place at several levels of the text. Subsequently, the thesis directs at the author himself, his ethic and thematic aspect of his work as such. In the centre of attention, there is also moralistic tradition in French literature and possible role of Romain Gary in this trend. His position in period French literature is interesting as well. In the end part, the thesis gives answer to a substantial question whether Romain Gary can be considered a modern moralist of the 20th century. It eventually justifies which narrative or thematic methods he uses are evidence of his affiliation with this literary trend and school of thought. Key words French novel,...

This diploma thesis is examining hidden presence of a French author Romain Gary in the works of Émile Ajar. Only after Gary's death the public learned, that Émile Ajar was in fact Gary's pseudonym, although he has publicly denied this connection throughout his life. Because of this unrevealed mystification, Gary was given Goncourt prize twice, despite the fact that each author is only allowed to receive it once. Gary claims in his testament, that an observant reader of his work should immediately discover the connection. Can we agree with him, even if literary critics failed to find out? This work investigates various literary practices used by authors to hide their identity. The "lives" of both authors are presented. Gary did not only create Émile Ajar's life story, he also persuaded his nephew to pose as Ajar in public. The stories are followed by a comparative analysis of eight novels: four published under Gary's name and four under the pseudonym. Comparing the selected works from diverse aspects, we try to answer the principal question: Was it possible to prove that Émile Ajar was Gary's creation during his very lifetime?