In this thesis I argue that the relationship between the increasing ubiquity of digital audio technologies and the transformation of aesthetic hierarchies in electroacoustic and sound art traditions is not deterministic, but negotiated by producers and policy-makers in specific historical and cultural contexts. Interviews, observations, and historical data were gathered during sixteen months of ethnographic fieldwork in the Canadian city of Montreal between 2011 and 2012. Research was conducted and analysed in collaboration with a transnational group of researchers on a programme of comparative research that tracked global changes to music and musical practice associated with digital technologies. The introduction presents Montreal as a rich ecology in which to track struggles for aesthetic authority, detailing its history as a key site of electroacoustic and sound art production, and its local positioning as a politically strategic 'hub' for the Canadian culture industry. Core chapters examine the specific role of digital mediation in the negotiation of electroacoustic and sound art aesthetics from multiple interlocking perspectives: the recursive relationship between technological affordances and theories of mediation; the mobilisation of digital technologies in the delineation of cultural, professional and generational territories; the political contestation of digital literacies and pedagogies; the articulation of the digital's opposition with analogue in the construction of instruments and recording formats; and the effects of the digital on the dynamics of genre and genre hierarchies. The concluding chapter offers a critique of the notion that digital mediation has shifted the balance between the normative and the generative dimensions of genrefication in the scenes in question, and closes by suggesting how a better understanding of this shift at an empirical level can inform an ongoing rethinking of the interaction between technology and aesthetics among scholars, policy makers, and musicians.

Although economic growth has brought significant improvements in the standard of living in the UK over recent decades, there are still individuals living in poverty. Furthermore poverty in the UK is expected to rise. Although monetary poverty has wide ranging impacts such as poor health, low educational attainment and employability and reduced life expectancy, it does not (in the form of a poverty line at 60% of the median equivalised household income) appear to have an impact on wellbeing when the threshold was tested. Instead, multidimensional poverty – that purported by the Capabilities Approach – is a more individually relevant measure of poverty. Using a list, developed by Nussbaum, of core capabilities seen as essential for human life, capability measures were taken from the British Household Panel Survey. In analysis, some are found to be significant determinants of wellbeing, individually and in sum. Furthermore, individuals within the dataset experience loss aversion to capabilities. This thesis concludes that poverty measurement should be meaningful at the individual level, and to that aim, the Capabilities Approach provides a richer and more relevant evaluation of what poverty really means.

School districts continue to integrate emerging technologies and expectations for 21st century teaching and learning. This movement began with release of Goals 2000 (1994) and has continued through National Education Technology Plan (2010) that noted the “challenge for our education system is to leverage technology to create relevant learning experiences that mirror students’ daily lives and the reality of their futures.” In order to meet that challenge, schools must enlist teachers who are prepared to teach 21st century skills in the technology-rich classroom. Teacher education programs also need to align their preparation models to prepare teachers for that challenge. There are a variety of models – stand-alone instructional technology courses, online courses, content methods courses, practicum and student teaching experiences – used to achieve this. Several grant programs provided financial support in the early 21st century to help institutions implement new models of instruction for preservice teachers. Also, several frameworks emerged to guide classroom instruction as teachers implemented 21st century skills into technology-rich classrooms. The purpose of the current study was to understand teachers’ perceptions of their preparedness to teach 21st century skills in the technology-rich classroom. The study was driven by research questions which sought to understand (a) teacher preparation models in the areas of technological, pedagogical, and content knowledge, (b) teachers’ perceptions of their teacher education programs effectiveness for teaching 21st century skills in the technology-rich classroom, (c) teachers’ feelings of efficacy and self-confidence for first-year implementation, and (d) if relationships exist between particular teacher preparation models and teachers’ perceptions of effectiveness and adequacy. A mixed method design was used to explore the research questions. Twenty-nine first-year high school teachers in a technology-rich school district with a framework for 21st century skills integration participated in a survey. Six teachers participated in follow-up focus groups at the end of their first-year of teaching. The researcher used quantitative analysis for the survey and qualitative coding for the focus group interviews. The two analyses were reported together to develop findings in response to the research questions.

This dissertation explores a shift in cultural memory theory and praxis that loosely coincides with the turn of the century. With Berlin as its focus, I trace this shift through three of its museum institutions (the Jewish Museum, the Masterplan Museumsinsel, and the Neues Museum). I specifically look at three aspects: their museum practices (how history is expressed), the main narratives embodied in their spaces (what history is being expressed), and the critical contexts in which they are embedded (what do these practices and narratives mean in the wider cultural context). Throughout, I develop the idea of a cultural memory that emphasizes how we use the past, or what we do with our cultural inheritance. This runs counter to the cultural memory that sees remembering as a categorical imperative ('never forget' or 'lest we forget'), a memory that is clearly embodied in Libeskind's Jewish Museum and is typified in critical work that either prioritizes trauma (Caruth, LaCapra) or stresses cultivating specific empathetic responses (Landsberg's 'prosthetic memory,' Hirsch's 'postmemory'). My cultural memory hypothesis fits within the general German field of Cultural Memory Studies, as typified in the work of Jan and Aleida Assmann. The outcome of thinking about memory as use, appropriation, and transformation of cultural inheritance is the characterization of the past as an analytical tool. This notion sits well amidst current work by Dekel and Arnold-de Simine who read museum/memorial spaces as facilitators of civic engagement. This new cultural memory can be found embodied in the architectural and curatorial framing of the Neues Museum, in its phenomenological approach to history, its narrative of fragmentary wholeness, as well as in its placing of the twentieth century in long narratives of historical continuity. These characteristics allow me to read the Neues Museum as an example of contemporary thinking about modernism, and thus as part of a discourse that looks to restore and transform crucial mythological tendencies.

M.A. / The central problem this research addresses is to establish if the Presidential Public Participation Programme (izimbizo/imbizo) constitutes a form of participatory policy analysis and policy evaluation as proposed in the general policy literature. The izimbizo programme is uniquely suited to meet the requirements of the (South) African context. Post-positivism provides a different approach through policy analysis, especially in relation to valuative and normative approaches. The research is furthermore applied, as it seeks to improve the application and existing practice around organising the izimbizo. The research proposes the extension of the use of the programme beyond that of merely a communication tool, into the realm of the policy process. The objectives of this dissertation were to provide an overview of the concept of izimbizo as a deliberative approach to policy making, focusing particularly on the evaluation process. The research systematically explores how the izimbizo is operationalised. It provides an overview of the international trends and international examples of successful participatory methods. Consideration is given as to how information at different stages of the policy cycle may be used for improving policy making. The research further explores existing research on public participation as well as the theory regarding deliberative approaches as a more recent mechanism for policy analysis in a democratic milieu. The benefits as well as limitations to using the izimbizo as a deliberative approach in the policy process as well as in policy monitoring and evaluation in general are explored. The study also provided a strong case for developing a clear social contract through the use of participatory programmes such as the izimbizo in order to develop citizenship and to create a positive role for sophisticated accountability.

M.A. (Politics) / Please refer to full text to view abstract

As one-to-one laptop environments are becoming more commonplace in the educational system, teachers are often expected to provide a student-centered environment that incorporates 21st century skills in effort to better prepare students for the future. Teaching in this type of environment is a difficult pedagogical shift for classroom educators. The assumption is often made that teachers can make this pedagogical shift just because laptops are provided for all students. The goal was to capture the essence of the lived experiences of fifth grade teachers who will be immersed in the phenomenon of teaching in a student-centered, twenty-first century, one-to-one laptop environment. The overarching research question was: What is the essence of the lived experiences of teachers who are implementing a student-centered, 21st century, one-to-one laptop pilot? Guided by phenomenology using a transcendental approach, data were collected through multiple, in-depth teacher interviews. The research process included identification of the phenomenon; epoché; data collection through 18 interviews with nine fifth-grade teachers; and transcendental phenomenological analysis through reduction, imaginative variation, and syntheses. Reduction involved horizonalization of the data and the development of textural and structural descriptions of the teachers' experiences. In addition, thirty-four codes were identified and reduced to six overarching themes including: looking back, engaged and excited, building a solid foundation, roles have shifted, consider this, and learning the 21st century way. The results will help in the development of effective academic and technology support structures that strengthen a student-centered, 21st century, one-to-one laptop program. The investigation exposed themes of difficulties, strategies, and best practices that teachers experience during the implementation.

This dissertation proposes and analyzes the integration of doctrine and expository preaching for the twenty-first century. Chapter 1 traces the recent history of doctrinal preaching and expository preaching. Problems related to postmodernism, the New Homiletic, and the changes within contemporary evangelicalism also receive treatment. Chapter 2 defines and blends the definitions of expository preaching and doctrinal preaching. These definitions form the basis for defining doctrinal expository preaching. Several doctrinal prerequisites of an expositor conclude this section. Chapter 3 examines the biblical basis for doctrinal exposition. The semantic domain for preaching and the Bible's practitioners of doctrinal exposition support this basis. Chapter 4 incorporates the disciplines of biblical and systematic theology for the task of theological interpretation. Moreover, principles for theological exegesis of literary genres prepare the expositor for the homiletical process. The chapter concludes with steps in the doctrinal expository sermon process as well as with two valid approaches for implementing doctrinal exposition. Chapter 5 covers postmodern issues of truth, entertainment, language, image, and story. Also, the subject of applying doctrine is discussed. Observations of valuable doctrines for contemporary evangelicalism end this section. Chapter 6 describes many practicalities of doctrinal exposition. A summary concludes the work. This study argues for the need to integrate doctrine and expository preaching for the twenty-first century. Furthermore, this work proposes doctrinal exposition distinctively, biblically, theologically, and practically. In order for preachers to declare the whole counsel of God, sermons must employ doctrinal exposition. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

CONFLICT, CHANGE, AND CONVERSION: FOUR DECADES OF CONVERSION AMONG BAPTISTS IN CROATIA 1970-2010 Eric Kane Maroney, Ph.D. The Southern Baptist Theological Seminary, 2015 Chair: Dr. M. David Sills Evangelicals represent a tiny minority in Croatia. During the period of conflict and change that accompanied the emergence of the Republic of Croatia during the 1990s, evangelical groups experienced significant growth. This movement has not been formally studied. Understanding this movement has significant benefit to those seeking to further the Kingdom of God in Croatia, but also beyond, as the issues of ethnic identity, nationalism, and civil strife are not unique to Croatia. The focus of research is the from 1970 to 2010, the two decades prior to the emergence of the Republic of Croatia and the two decades that followed, and is limited to Croatian Baptists. Chapter 1 introduces the subject of the study and makes a case for the research. The Chapter 2 seeks to answer the question of the Croatian religious identity from an historical perspective. The chapter begins with an overview of demographics from the four decades with which this research project is concerned, including ethnicity, language, and religion. Next, the geography of Croatia is reviewed. Subsequently, the religious history of the Croatian people is detailed, providing insight into their conversion resistance. Finally, a brief overview of the Croatian Baptist history is provided. Chapter 3 seeks to provide an understanding of conversion as related to conversion experience. The first part of the chapter details differing perspectives on conversion. The second part of the chapter examines two typologies of conversion experience, before examining two central aspects of conversion experience: context and means. The chapter concludes with an examination of the three primary conversion contexts included in the research: Traditionalist, Materialist, and Baptist. Chapter 4 presents the research data beginning with a description of the survey instrument, followed by a description of the methodology of application. Following this introduction to the instrument and method, the results of the research are presented. First, the results of the entire survey for the whole of Croatia are provided. Second, the results are examined for the impact of conflict and change on conversion. Chapter 5 concludes the dissertation with seven conversion resistance factors and five recommended evangelical responses to this resistance.

The purpose of this non-experimental, quantitative study is to investigate the relationship between the use of project-based learning (PBL) by secondary business teachers and time spent in professional development of secondary business teachers for the teaching of 21st century skills. The four identified 21st century skills that will be researched include: (1) critical thinking, (2) collaboration, (3) communication, (4) creativity and innovation. A sample of 316 secondary business teachers were surveyed about their classroom practice and reflection of teaching 21st century skills. This study used a modified version of the 21st Century Teaching and Learning Survey. Survey results were analyzed for relationships using correlational and regression analysis. Business teachers reported a statistically strong relationship between the use of PBL and the teaching of 21st century skills. A statistically significant relationship between time spent in professional development and the teaching of 21st century skills was not found. Regression results indicated that the use of PBL had an impact on the teaching of 21st century skills. This research guides teachers, school administrators, and CTE directors at the state and district level towards the creation of professional development and implementation strategies when applying PBL methods in career and technical education settings.