Diss.--Philosophie--Zürich--Philosophische Fakultät I, 1986. / Bibliogr. p. 323-330.

Thesis (Th. M.)--Westminster Theological Seminary, Philadelphia, 1987. / This is an electronic reproduction of TREN, #036-0028. Includes bibliographical references (leaves 112-118).

Thesis (Th. M.)--Westminster Theological Seminary, Philadelphia, 1987. / This is an electronic reproduction of TREN, #036-0028. Includes bibliographical references (leaves 112-118).

Thesis (Ph. D.)--Miami University, Dept. of History, 2006. / Title from second page of PDF document. Includes bibliographical references (p. 151-160).

Thesis (doctoral)--Universität, Freiburg/CH, 2007. / Includes bibliographical references (p. 200-211).

Thesis (Th. M.)--Westminster Theological Seminary, Philadelphia, 1987. / Includes bibliographical references (leaves 112-118).

Diss.--Graz Universität, 1994. / Bibliogr. p. 321-346. Index.

In this study I have focused my research on learning more about how pupils in grade three experience the requirement to present and convey their thoughts and opinions out loud in the classroom. The purpose was also to find out more about working methods that support pupils whom are perceived as shy and silent in their progress to become confident speakers. By allowing pupils in grade three to reply to surveys and by interviewing a teacher, I received answers to my questions. The result of the survey showed that a large proportion of pupils experience the joy of talking out loud in the classroom and a smaller proportion of experiencing anxiety symtomps. The results also showed that the pupils wanted to gain more knowledge of how to become a safer speaker, but pointed out at the same time that they did not know what work method that would help them. The teacher also pointed out that she lacked the knowledge on the subject. She has not been educated about rhetoric during the teacher education courses she had studied. Thus, we can see that there is a requierment from the pupils but lack of knowledge within teaching staff. / I denna undersökning har jag sökt vidare kunskaper om hur elever i årskurs 3 upplever kravet av att presentera och framföra sina tankar och åsikter högt i klassrummet. Syftet var även att söka lärdomar kring arbetsmetoder som stöttar elever som utav omgivningen uppfattas som blyga och tystlåtna i sin utveckling till att bli säkra talare. Genom att låta elever i årskurs 3 genomföra enkäter samt intervjua en aktiv lärare fick jag svar på mina frågeställningar. Resultatet av undersökningen visade att en stor andel av elever upplever det lustfyllt att tala högt i klassrummet och en mindre andel upplever ångestliknande symtom som kan uppkomma. Resultatet visade även att eleverna önskade få mer kunskaper i hur man ska agera för att bli en säkrare talare men påpekade samtidigt att de inte vet vilken arbetsmetod som skulle hjälpa dem. Även läraren påpekade att hon saknade kunskaper i ämnet då hon inte fått utbildning om retorik på de lärarutbildningar hon gått. Vi kan alltså se att det finns ett behov från eleverna men kunskapsbrister hos lärare.

The purpose of this dissertation was to compare and contrast the origins, formulation, course, and outcome of three major American immigration schemes to provide haven for German Jewish and non-Aryan refugees and British children: The Intergovernmental Committee for Political Refugees (better known as the Evian Conference), and particularly the German Refugee Children’s Bill (also labeled as the Wagner-Rogers Bill) and the Hennings Bill. The Evian Conference, called for by President Franklin D. Roosevelt in the aftermath of the Anschluss, the German annexation of Austria, sought to create a global solution to the problem of forced migration. The Wagner-Rogers Bill, influenced by the November 1938 nationwide pogrom of Kristallnacht and the British Kindertransport, a project to resettle Jewish and Christian children from the Reich into the United Kingdom, attempted, by legislative means, to allow the entry of ten thousand children outside of the annual German and Austrian quotas in 1939 and 1940. The Henning Bill endeavored to rescue British children from the perils of aerial warfare in 1940. This measure necessitated the amendment of the Neutrality Act of 1939, which prohibited American shipping from entering war zones. It has been argued that the Evian Conference was, at its core, a publicity ploy, designed to express sympathy for persecuted German minorities, while avoiding any political cost or acceptance of impoverished refugees. The Wagner-Rogers Bill failed as a result of the interplay of multiple factors that included: lack of presidential backing; the economic throes of the Great Depression; fear of aliens; anti-Semitism; growing isolationism and resistance to continued immigration, and a disunited and fractious Jewish community that sought to avoid stimulation of domestic prejudice and more restrictive immigration policies. A key component was a critical misreading of the bill’s sponsors of public compassion for Hitler’s victims; sentiments that did not translate into a willingness to accept Jewish refugees. The Henning Bill, which FDR endorsed with strict qualifications, demonstrated preferences for particular ethnic groups; specifically, British Christian children. In contrast with the Wagner-Rogers Bill, this legislation rapidly made its way through Congress and into law. Its failure lay in the inability to acquire guarantees of safe passage through contested waters by the warring powers. A general review followed by a more detailed examination was made of existing official and un-official sources, employing public records, private diaries, books, newspapers, journals, and other periodicals for the critical period of January 1, 1938 through December 31, 1940. Various historiographical appraisals have been made of the actions of Roosevelt, his administration, Congress, the Jewish community, and general public, and these opinions have generated markedly divergent opinions. Some have alleged that FDR and his administration, particularly the Department of State, abandoned the Jews to their fate while others assert that, in the context of the time, he did everything that was potentially achievable. Debate has also been waged over wide-ranging accusations of inaction, apathy, prejudice, and complicity involving official sources, the general public, and American Jewry. I argue that any assessment of responsibility for failure to attempt rescue can be laid at the feet of many actors in this existential drama of life and death.

xxviii, 463 p. : ill., maps. A print copy of this title is available through the UO Libraries under the call number: KNIGHT F868.M65 J45 1991 / The environmental context and chronology of the transition from Early Holocene Lake Mojave to Middle Holocene Pinto cultural complexes of the southern California deserts has long been debated. This dissertation re-examines that debate, based on excavations at two major sites, and a rethinking of our most basic assumptions concerning culture change, cultural ecology, site formation processes, and dating techniques. Archaeological data recovered from two Lake Mojave/Pinto sites at Fort Irwin, in the Central Mojave Desert, were analyzed in order to track chronologically sensitive shifts in Lake Mojave-Pinto artifact assemblages through time. The archaeological assemblages recovered from Rogers Ridge and the Henwood sites were carefully analyzed into 36 depositional/analytical components for this task. Defining and chronologically ordering these assemblages required systematic consideration of artifact distributions and the development and application of 3 obsidian hydration rates based on associations with twelve 14C dates. The analysis shows that the Pinto Complex occurred in three phases. Phase I, ca. 8,200 to 7,500 BP, is marked by the addition of Pinto points to the Lake Mojave assemblage and a continuation of the basic Lake Mojave settlementsubsistence patterns. Phase II, 7,500 to 5,000 BP, is marked by the gradual disappearance of Lake Mojave points from the archaeological assemblages. Dramatic decreases in assemblage size and increases in assemblage diversity mark changing logistical strategies to infrequent and specialized site use. Phase III, 5,000 to 4,000 BP, is marked by a strong predominance of Pinto points and slightly larger assemblages. Patterns of variation among assemblages suggest that logistical strategies continued to emphasize infrequent and specialized site useage. The link between environmental change and shifting settlement-subsistence strategies was apparently relatively direct during the Pinto period, Environmental changes during the Early Holocene (11,000 to 8,000 BP) Mojave Desert led to subsistence stress among populations of the Pinto Complex. Cultural adjustments resulted in smaller human populations moving through larger home territories. It is suggested that critical thresholds in communication and mating networks were crossed which resulted in the collapse of social systems in the Mojave Desert about 7,000 BP. / Committee in charge: C. Melvin Aikens, Ann Simonds, Don E. Dumond, and William Loy