The Vietnam antiwar movement developed in the American Southwest out of a coalition of Chicanos, GI's, and students who agreed that the Vietnam War was racist, imperialist, costly, and negatively affected them and their communities. The antiwar movement in the Southwest formed in 1967, made possible by the emergence of the Chicano and GI movements. Chicanos criticized the military for a disproportionate number of Mexican American combat deaths in Vietnam. The military sent activist youth from across the country to bases in the Southwest, where they protested the war alongside Chicanos and college students. Connections between Chicanos, GI's, and students developed into a strong antiwar movement in 1968-1969. Beginning in 1970, the coalition fell apart as Chicanos increasingly pursued a strategy of separatism from mainstream American society as the key to self-determination. Frustration over perceived lack of progress in ending the war led the antiwar movement into an escalation in protest tactics and radicalization of its message, pushing out moderate voices and further weakening the movement. This thesis offers an original contribution because historians have failed to pay attention to the vibrant antiwar movement in the Southwest, instead, mostly focusing on the East Coast and San Francisco Bay Area. Historians of the Chicano movement have not adequately shown how it allied with other movements in the 1960s to achieve its goals. The use of underground newspapers allows a window into the writings and ideas of the protestors.

Thesis (Ph. D.)--University of California, Santa Cruz, 1996. / Includes bibliographical references (leaves 211-288).

We describe a method to solve the stereo correspondence using controlled eye (or camera) movements. These eye movements essentially supply additional image frames which can be used to constrain the stereo matching. Because the eye movements are small, traditional methods of stereo with multiple frames will not work. We develop an alternative approach using a systematic analysis to define a probability distribution for the errors. Our matching strategy then matches the most probable points first, thereby reducing the ambiguity for the remaining matches. We demonstrate this algorithm with several examples.

A Day With The Mountain is an inquiry that ventures into the experience of self-movement through the context of freeskiing. This inquiry focuses on both my experience with three freeskiers; Leah Evans, Josh Dueck, and Mark Abma and my personal experience with freeskiing. The intention behind this inquiry is to challenge, celebrate, and evoke the self-movement experience in order to gain understandings of something so fundamental to human development. This intention is met by asking the main research question; ‘What is the experience of self-movement?’ Self-movement was fleshed out in this inquiry within a phenomenological approach. Phenomenology aims to evoke human experience through descriptive writing, which also proved to be the main challenge of this study. Stories, poetry, and images within a narrative entitled A Day With The Mountain were used to address this challenge and to invite the reader into deeply textured experiences of self-movement. A Day With The Mountain is a day of freeskiing where accumulation, threshold, breakthrough, and release make up the rhythms of the experience; these same rhythms also serve as the chapters of this text. Woven within the evocative writing of the experience of freeskiing are theoretical insights into self-movement, movement itself, of wonder. Emerging from this inquiry are ideas and questions about self-movement and movement that challenge the ground of formal physical education. I sense a potential pedagogical approach that combines movement, self-movement, and wonder as presented in this text. The emerging pedagogical approach focuses on evoking wonder, situates movement as a realm of possibility, and self-movement as possible freedom. The margins of self-movement and movement itself remain beyond the horizon of this text, and those margins are in need of more evocative description. Continuing to inquire into self-movement may reveal new possibilities and expanded understandings of self-movement, which may have significant pedagogical potential.

A Day With The Mountain is an inquiry that ventures into the experience of self-movement through the context of freeskiing. This inquiry focuses on both my experience with three freeskiers; Leah Evans, Josh Dueck, and Mark Abma and my personal experience with freeskiing. The intention behind this inquiry is to challenge, celebrate, and evoke the self-movement experience in order to gain understandings of something so fundamental to human development. This intention is met by asking the main research question; ‘What is the experience of self-movement?’ Self-movement was fleshed out in this inquiry within a phenomenological approach. Phenomenology aims to evoke human experience through descriptive writing, which also proved to be the main challenge of this study. Stories, poetry, and images within a narrative entitled A Day With The Mountain were used to address this challenge and to invite the reader into deeply textured experiences of self-movement. A Day With The Mountain is a day of freeskiing where accumulation, threshold, breakthrough, and release make up the rhythms of the experience; these same rhythms also serve as the chapters of this text. Woven within the evocative writing of the experience of freeskiing are theoretical insights into self-movement, movement itself, of wonder. Emerging from this inquiry are ideas and questions about self-movement and movement that challenge the ground of formal physical education. I sense a potential pedagogical approach that combines movement, self-movement, and wonder as presented in this text. The emerging pedagogical approach focuses on evoking wonder, situates movement as a realm of possibility, and self-movement as possible freedom. The margins of self-movement and movement itself remain beyond the horizon of this text, and those margins are in need of more evocative description. Continuing to inquire into self-movement may reveal new possibilities and expanded understandings of self-movement, which may have significant pedagogical potential.

Thesis (Th. M.)--Dallas Theological Seminary, 1991. / "May 1991." Includes bibliographical references (leaves 50-55).

Issued also as Thesis (Ph. D.)--Columbia University. / Bibliography: p. 52-53.

Thesis (Th. M.)--Dallas Theological Seminary, 1991. / "May 1991." Includes bibliographical references (leaves 50-55).

Thesis (PH. D.) Columbia university. / Bibliography: p. 37-39.

Thesis (M.I.T.)--The Evergreen State College, 2010. / Title from title screen (viewed 7/7/2010). Includes bibliographical references (leaves 142-146).