Thesis (Ph. D.)--University of Wisconsin--Madison, 1973. / Typescript. Vita. Description based on print version record. Includes bibliographical references (leaves [vii]-[xvi]).

Thesis (M.Ed.)--Memorial University of Newfoundland, 2002. / Bibliography: leaves 144-151.

Thesis (Ph. D.) in Individualized in Education and Human Development--University of Maine, 2000. / Includes vita. Includes bibliographical references (leaves 98-102).

Thesis (Ph. D.)--University of Wisconsin, 1967. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 165-168).

Thesis (Ph. D.)--University of Wisconsin, 1965. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of Urban Studies and Planning, 1980. / MICROFICHE COPY AVAILABLE IN ARCHIVES AND ROTCH. / Bibliography: leaves 71-72. / by Gertrude Ann Jamison-Hodges. / M.C.P.

This thesis details the theoretical and practical implications of utilizing applied theatre as a tool for the exploration of youth identity and relationship to community. Drawing on traditions of ethnography and reflective practitioner research, this document explores the roles of identity and identity-based inequities as they relate to Mart Theatre Project, an applied theatre project aimed at engaging students in Mart, Texas in a larger community development initiative taking place in their town. The document comprises critical analyses of the roles of student identity, facilitator identity, and community identity as they pertain to a community-based applied theatre process and product. The resulting discussion argues for a continual awareness that that the applied theatre process is impacting and impacted by the identities of the facilitator and the participants. / text

Thesis (Ph. D.)--University of Wisconsin--Madison, 1936. / Typescript. Includes abstract and vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 235-242).

Thesis (Ph. D.)--University of Wisconsin, 1966. / Extension Repository Collection. Typescript (carbon copy). Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 171-176).

Orientador: Antonio Lázaro Sant'Ana / Banca: Silvia Maria Almeida Lima Costa / Banca: Rosângela Aparecida de Medeiros Hespanhol / Resumo: Este trabalho faz parte de um projeto mais amplo denominado "Vivências e projetos dos jovens rurais: ameaças para a reprodução social da agricultura familiar?" que investigou o que os jovens estudantes da Escola Técnica Estadual "Dr. José Luiz Viana Coutinho" de Jales (ETEC Jales - SP), filhos (as) de agricultores familiares, têm realizado, o que pensam sobre a família, o estudo, o trabalho e o lazer, e quais são seus projetos; e, ao mesmo tempo, cotejou esse conjunto de ações e planos com a visão da família, dos irmãos que já não estudavam e estavam trabalhando na propriedade familiar. No presente trabalho, cujo enfoque se refere ao público feminino, isto é, as filhas de agricultores familiares que estudam na Etec Jales (SP), foram analisadas, sob a perspectiva de gênero, as semelhanças e diferenças do papel desempenhado pelas jovens, especialmente no contexto familiar, que tem sido decisivas na constituição de seus projetos de vida, tendo em vista os aspectos sócio- culturais envolvidos na sua formação enquanto jovem, mulher e de origem rural. Pode-se verificar pela pesquisa que a escolarização é uma importante estratégia criada pelas jovens para construção dos seus projetos de vida. Os jovens do sexo masculino preferem os cursos da área agrícola, numa perspectiva de permanência no meio rural, já as jovens possuem certa preferência pelos cursos de outras áreas pela falta de perspectivas/motivação de permanecerem no meio rural, pelas relações de trabalho desiguais, pelas dificuldades encontradas na atividade agrícola, entre outros fatores. Em relação às atividades desenvolvidas na propriedade, geralmente quem define o que será feito é a figura paterna, embora muitas das jovens tenham vontade de aplicar os conhecimentos adquiridos em sala de aula na propriedade... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: This work is part of a broader project called "Living and projects for rural youth: threat to the social reproduction of familiar agriculture?" Investigating what the young students from the State Technical School "Dr. José Luiz Viana Coutinho" Jales (Etec Jales - SP), children (s) of family farmers have done, what they think about the family, study, work and play, and what are your projects, and at the same time, read back this set of actions and plans the vision of the family, the brothers who have not studied and were working on the family estate. In this paper, whose focus refers to the female public, that is, the daughters of farmers who study at Etec Jales (SP), were analyzed from the perspective of gender similarities and differences of the role of young people, especially within the family, that has been decisive in the formation of their life projects, in view of the socio-cultural aspects involved in its formation as a young woman and of rural origin. It can be verified by research that schooling is an important strategy created by young people to build their life projects. The young men prefer the courses of the agricultural area with a view to stay in rural areas, as young women have a preference for certain courses in other areas, the lack of prospects / motivation to remain in rural areas, by unequal labor relations, by the difficulties encountered in agriculture, among other factors. In relation to activities on the property, usually the one who defines what will be done is the father figure, although many of the young people will have to apply the knowledge acquired in the classroom on the property, the girls seem "fragile" in the eyes of parents, which impose more restrictions on development activities in the field than for boys. These differences in treatment for young people and youth in rural areas... (Complete abstract click electronic access below)