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By Last Name:A-F ||G-L ||M-R ||S-Z
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	Bryden, Eric Advisor: William Hagen Field: Modern Europe Topic: "In Search of Founding Fathers: Republican Historical Narratives in Weimar Germany, 1918-1933."	My project explores how supporters of the Weimar Republic utilized images and narratives of the German past in attempting to argue for the historical legitimacy of Germany's first liberal democratic political order. It is an examination of the various elements contained with these Geschichtsbilder and also seeks to analyze differing republican responses to the monarchical legacy that had undergirded the Hohenzollern Old Regime. Papers "Legitimizing Weimar: Republican Political Culture, 1918-1933." University of California Workshop - New Research and Writing in Modern German History. February 27-29, 2004. Sponsored by Institute for European Studies. "'Erziehung zum Staat': Promoting Civility in Weimar Germany." Second Annual Loyola University Chicago History Graduate Student Conference. Loyola University Chicago. April 29, 2006. "The Republican Citizen in Weimar Germany." New York State Association of European Historians' Annual Meeting. Hartwick University - Oneonta, New York. September 15-16, 2006.

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	Collins, Michael Field: Modern Europe

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	Denning, Andrew Advisor: Ted Margadant Field: Modern Europe Topic: Modern Europe and include cultural history, memory/identity, and imperialism

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	Michaels, Louisa Advisor: Michael Saler Field: Modern Europe Topic: 20th c. European intellectual history pre-1950 with an emphasis on Great Britain and Italy.

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	Sundermann, Elizabeth (Libi) Advisor: Michael Saler Field: Modern Europe Topic: "Devotees at the Shrine of Progress:" Christian-civic humanism as educational philosophy A reanalysis of R. A. Butler's vision for the 1944 Education Act	My interpretation of the 1944 Education Act reveals the attempt of R. A. Butler, President of the Board of Education, 1941-1945, to promote an education philosophy coined here as "Christian civic humanism." With the help of a network of educationalists and intellectuals, including Professor Fred Clarke at the Institute of Education, Butler built an educational philosophy based on cultural, political, and educational traditions synthesized with progressive educational trends. The resulting legislation mandated religious education for cultural cohesion and suggested a diversified secondary and further education system to help bolster and defend the English commonwealth. This revisionist analysis provides a necessary correction to standard histories of twentieth-century English education. Analysis of the 1944 Education Act as a piece of historic post-war social legislation has overwhelmed its historical significance as an artifact of the intellectual and political issues of the interwar and war years.