This investigation is concerned with the amount of influence which women had on English politics at the close of the seventeenth century and during the early eighteenth century. Generally, it is assumed that women played a negligible part in politics until the twentieth century; a critical study of the Augustan period, however, shows this to be an invalid assumption. Women were, during that period, elevated to positions of leadership and ascendancy unparalleled until the twentieth century.

The thesis examines isolation and caritas, or charity, in The Confidence-Man as polar themes which express, respectively, withdrawal from and suspicion of the human community and integration within and appreciation for that community. Isolation is considered a negative theme; caritas, an affirmative theme.

The problem of this study was to compare the social alienation of upper elementary students receiving reading instruction in five types of environmental settings.

The purpose of this study is to compare the staging of the Passion Play of Oberammergau, Germany, with the staging of The Great Passion Play on Mount Oberammergau, Eureka Springs, Arkansas. Source material includes literary writings of the century concerning Passion plays, interview with the directors of both productions, and eyewitness accounts of the 1970 producation in Germany and the 1970, 1971 producations in Eureka Springs, Arkansas, U.S.A. Photographs of actors and scenes from both productions are used throughout the thesis.

The problem of this study was a comparison of two methods of teaching life career planning to junior high school students. In this study, the experimental group was taught by means of the Life Career game, and the control group was taught by a teacher-directed technique using more traditional methods and materials.

The problem of this study was a descriptive analysis of the process of client-centered play therapy. The purposes of this study were (l) to investigate and describe the patterns of play activities, nonverbal expressions, and verbal comments during the process of client-centered play therapy; (2) to determine whether phases of emotional and/or social development do exist during the process of client-centered play therapy; and, (3) to describe any identified phases of emotional and/or social development that exist during the process of client-centered play therapy.