HOME-PLACE

This thesis discusses the current problems with the traditional structure through which literature is taught in high schools today. It presents a modernistic approach to engaging high school students in reading and literature, and tackles the lack of relevance the old classic novels have in the lives of 21st century students. It introduces the idea of using young adult novels to teach the literary concepts that states mandate in their curriculum, and it emphasizes the important role educators play in preparing their students for the real world

White-Collar Working Class: The Ambiguous Identity of Canadian Telegraph Operators

Were telegraph operators members of the working class or the business class? Were they skilled or unskilled? Were they labourers or executives-in-training? Was a job as a telegraph operator a temporary stepping stone or a lifelong career? Was it a job for men or for women? Telegraph operators were suspended somewhere between all these poles. The telegraph operator occupied a “liminal space” in the late nineteenth and early twentieth century economy: a transitory position between management and labour, between skilled and unskilled labour, between men’s work and women’s work, between the white-collar office and the blue-collar factory floor. The ambiguous position of telegraph operators undermined their bargaining power and class solidarity, leaving them at the mercy of the corporations that employed them. This project borrows insights from the histories of labour, gender, and technology to understand both the real work and the imagined identity of Canadian telegraph operators. Through this approach we can unravel the ways in which the work and identity of telegraph operators was constructed and what affect their liminal identity had on their ability to fight for workplace reforms. This is evident through the ways in which telegraph labour was defined as temporary and transitional by popular culture, by the companies that employed telegraphers, by telegraphy schools, and finally, during the telegrapher strikes of 1883 and 1907

The pantomime and its possibilities for worship

Thesis (M.A.)--Boston University, 1931. This item was digitized by the Internet Archive

Five points of comparison in a general evaluation of Jeremiah and Jesus

This item was digitized by the Internet Archive. Thesis (M.A.)--Boston Universit

SURREALIST CASTLE CULTURE: GOTHIC TRACES IN SURREALIST AESTHETICS

This thesis examines the relationship between Surrealism and the Gothic novel. To date, few studies have examined why the Gothic novel appealed to the Surrealist sensibility. In particular, the neo-Gothic referents in Surrealist visual art have been largely ignored. The clearest connection between Surrealism and the Gothic novel is found within Surrealist leader André Breton\u27s essay “Limits Not Frontiers of Surrealism” (1936). In this text the “castle problem” is introduced. Briefly put, Breton urged the Surrealists to find a modern equivalent to the Gothic castle; a place where marvellous events were bound to occur. It appears that the Surrealists never located a satisfactory alternative to the Gothic castle, because they continued to draw from Gothic imagery. This thesis demonstrates that Gothic leitmotifs, most often the medieval castle, continually surfaced in Surrealist writing, painting, and collage, and explores the potential reasons why the Surrealists were attracted to Gothic novels

Prophetism and apocalypticism in Jesus' teaching on the Kingdom of God

This item was digitized by the Internet Archive

Five points of comparison in a general evaluation of Jeremiah and Jesus

This item was digitized by the Internet Archive. Thesis (M.A.)--Boston Universit

A Habitat for Humanity and University Partnership: Enhancing on International Experiential Learning in El Salvador

The increase in international experiential learning (IEL hereafter) opportunities being developed by universities in the global north requires more attention both generally and with regards to specific IEL programming objectives. This paper provides observations and assessment of a case study of university-student participation in home-builds in El Salvador over the course of three years – a partnership between Habitat for Humanity and a Canadian university. The information collected is assessed relative to the key critiques and to the recommendations advocated in the IEL literature, with the intention of incorporating these critiques and recommendations in future IEL planning for this partnership, and to inform IEL work more generally. The key observations and recommendations include the need for enhanced student preparation pre and post-trip – meaning ‘critical reflection’ processes and materials on privilege and personal goals themes; on specific global south context; and enhancing on intercultural learning and awareness activities and processes e.g., more closely integrated host-community and participant relationship-building opportunities. These recommendations are seen as important for enhancing on this specific IEL program and its short-duration time-frame, while suggesting useful guideposts for IEL more generally, as its occurrence increases within the university setting