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Before any attempt can be made to show in what ways the school music program may influence the character of children, the problem must be presented and terms defined. Since this study is not intended to be one of extended psychological research, the reader should bear in mind that the problem is that of the music teacher and not of the psychologist or expert counselor. Therefore our terms will be defined in a very liberal manner, more as they are understood by the average reader. By character training is meant the conscious or unconscious effort on the part of parents, teachers, or others closely associated with the child, to bring about improvement in the child's habits of feeling, thinking, and acting. Good character is "not only knowing what is right but wanted to do it, and eventually doing it".1 The school music program as herein referred to is an all inclusive term covering all grades from kindergarten through college, all active participation courses as well as those in appreciation, all activities both curricular and extra-curricular, in which music plays an active part, such as dancing, drama, etc. However, it may be stated that this work was written with the secondary school groups, junior and senior high schools, most prominently in mind. It has been claimed that music has great powers over human emotions. If this is true, music is indeed a dangerous thing unless used with discretion. That character is influenced to a great extent by the emotions is denied by but few. Therefore, if we can establish a definite relationship between music and human emotions, and character and the emotions, the relationship between music and character training becomes obvious. Because of this firm belief in the importance of the school music program in aiding the development of strong character, an appeal is here made to the serious minded educator to consider not only what music should be taught, but also under what conditions. Education should fit people for living, day by day, a full and satisfying life. In order to live such a life it is necessary that plenty of work which includes a certain element of play be included. How our people shall spend their play hours in the future is decided by what their education is today. Music is a prominent factor in reaching out and enriching home and civic life. In this way music has great potentialities in the program of character training.

One of the primary functions of our democratic education should be to awaken conscious relationships to out advancing ideals of beauty and to foster an appreciation for the fine arts, which will not only keep life from becoming sordid and existence sensuous, but will prove the sustenance of youth and the delight of old age. With these ideas in mind, it is the writer’s desire to plead for more and better teaching of the fine arts in our schools, and to urge government aid and support manifested in the establishment of free schools of fine arts throughout the nation. To show in a small way that the necessity for art and the place occupied by the arts in our lives is important enough to merit national support, this work will discuss briefly their influence upon the history of the race, the manner in which we may naturally and beneficially relate them to other subjects in the curriculum, and their ability to contribute in large measure to any or all of the seven cardinal principles of education.

This thesis is a corpus-based description of the attributive suffix -k in Pastaza Kichwa, a Quechuan language spoken in lowland Amazonian Ecuador. The goal of this work is, first, to describe the behaviors, characteristics, and functions of the suffix using data from the Corpus of Pastaza Kichwa (Rice 2018a), and second, to offer a typological analysis of these behaviors in order to identify the most appropriate classification for the suffix. The suffix has previously been described as a nominalizer (Nuckolls & Swanson, forthcoming), and the equivalent suffix in other Quechuan varieties has been described as an agentive nominal relativizer (Weber 1983; Weber 1989; Cole 1985; Lefebvre & Muysken 1988) or a participle (Markham 1864; Weber 1989; Guardia Mayorga 1973; Catta Quelen 1985; Debenbach-Salazar Saenz 1993, Muysken 1994). This work claims that the function of the -k suffix in Pastaza Kichwa more closely conforms to crosslinguistic descriptions of active participial functions. After introducing Pastaza Kichwa and the -k suffix, I use numerous examples to describe the behavior of the suffix. The data is taken from the Corpus of Pastaza Kichwa, which is composed of 40 narrative texts and contains 32,127 tokens. 846 examples of the -k suffix are found in the corpus. Following the presentation of the data, I offer an analysis based on previous descriptions of nominalizations and participles in Quechuan languages, as well as typological descriptions of nominalizations and participles crosslinguistically. I rely chiefly on the typological description of participles found in Shagal (2017) to conclude that verb + -k forms function as active (or nominative) participles in Pastaza Kichwa.

Considerable resources in U.S. legal studies are devoted to determining the precise meaning of contested terms specifically in statutory interpretation. Traditional judicial approaches have defined meaning using dictionaries. This reliance has led to Mouritsen’s (2010) observation that "the judicial conception of lexical meaning—i.e., what judges think about what words mean … is often [subjectively] outcome determinative." Beginning with Mouritsen’s (2010) article, a movement in U.S. legal scholarship offers corpus linguistics as a more objective method to resolving contested meaning (Lee and Mouritsen, 2018). However, I assert that weaknesses still exist in contemporary applications of corpus linguistics to legal interpretation. I first review methodological differences in two corpus-based projects that attempt to resolve the meaning of the contested term, "emoluments," a high-profile Supreme Court-bound contemporary issue related to the legitimacy of the Trump presidency (Phillips and White, 2018; Cunningham and Egbert, 2019). Unfortunately, the results of these two studies are in conflict. Based upon a critique of these projects, I advocate for a more objective method of interpreting the results of corpus analyses using multiple human coders following rater reliability research models often used in sociolinguistics and second language acquisition research. In order to test our assumptions, I apply this approach to utilizing corpus linguistics to define the meaning of "sex" in two highly charged cases pending in the U.S. Supreme Court within the context of Title VII of the Civil Rights Act of 1964 which prohibits discrimination "because of. . . sex" (42 U.S.C. § 2000e-2(a)(1). The first case, Harris Funeral Home v. EEOC, questions if "sex" encompasses "gender identity;" while the second, Altitude v. Zarda, asks if the meaning of "sex" includes "sexual orientation." I discuss results of this research model and its implications to further corpus linguistic applications to the law.

This study was conducted to determine the relationship between the characteristics of credit card holders and the extent of credit card usage, the level of credit card knowledge, and the consumer's choice perspectives. The characteristics of credit card holders studied were (a) gender, (b) age, (c) marital status, (d) education, (e) income, and (f) occupation. Data for this study were collected in Bangkok, Thailand by telephone interviews during July- August 1993. The sample consisted of 150 Bangkok Bank credit card holders. Chi-square and Cramer's V were used to analyze the hypotheses. For all statistical analyses the level of significance was set at .05. As a result of the 18 specific null hypothesis tests, only two independent variables were found to have a statistically significant relationship with the extent of credit card usage. The findings suggested a positive relationship between the extent of credit card usage and occupation and income. Respondents with higher occupational status and income tended to use credit cards to a greater extent than those with lower occupational status and income. Gender, age, marital status, and education were not related to the extent of credit card usage in this study. No significant differences were found among the demographic characteristics of credit card holders and the level of credit card knowledge, and consumer's choice perspectives. Gender, age, marital status. education, occupation, and income were not related to the level of credit card knowledge and the consumer's choice. The results revealed that most Thai credit card holders were not knowledgeable about credit card terms. They were clearly influenced by environmental stimuli, and the effects of society and group norms when they applied for a credit card. They generally chose a card with incomplete information about the alternatives.

The modern woman, who analyzes every detail of her existence by means of the written word, finds the Elizabethan woman an enigma that defies a satisfactory solution. She received the finest education available in her day, and she lived during some of the stirring events in English history; yet she has left us almost no written record of her personal life and her attitude toward the world she knew. We catch glimpses of her materialistic life in the detailed accounts in which she recorded the financial transactions affecting her husband’s properties, but we do not know how she regarded the husband, whose records she kept so meticulously, nor do we know whether she was contented with her life or had ambitions beyond those of being a good wife and mother.

This study seeks to explore the little known story of the Sephardi Jewish Orphans of São Tomé. Not much is known about the children who were taken from Portugal to the western coasts of Africa. The story of these 600 Sephardic Jewish children is unique and enigmatic. However, it has been subjected to an unusual interpretation. Notably, many African-Americans have appropriated this portion of Sephardi Jewish history. For some, they have traced their Jewish ancestry to this historical event, and clearly self-identify as Jews based on this narrative. Why do they do this? The theory of Afrocentricity and collective memory is applied to this case study of African-Americans; to consider how they are able to adopt this story as their own. Finally, it is said that nature abhors a vacuum; the lacuna inherent with this story is akin to the historical fate of many African Americans. This study attempts to explore how these two communities, from the past and the present, have come together in the making of history, imagined or real.

It is the purpose of this paper to deal with the high state of culture attained by the mysterious Mayas of Central America and Yucatan. How old is their civilization? No one knows. Where did they come from? Who can say? What did they wish to tell us in their writings that have come down through those past thousands of years? No one can decipher them. The controversy over these points, and many others, has caused unlimited debate among scientists, and as yet, the questions remain unanswered. What, then, is there to write about? These people have left us beautifully carved stone buildings, palaces, and ruined cities that show careful planning; statues, pottery, etc., that show a remarkably high state of culture. This is to be the field of this paper.

Although the subject of pottery would appear to the layman to be one of complicated formulas and difficult technical requirements, it is possible to reduce the on- tire porcedure to a series of simple, logical processes. To do this is the purpose for which this thesis has been undertaken. It seems advisable to reduce the entire subject of elementary pottery to fifteen lessons, for two reasons. (1) The instructor who must teach the subject in one se- mester of eighteen weeks will be enabled by this plan to cover the subject logically and completely if she will adhere to the divisions which have been made. This will give ample time for outside work, tests, etc. (2) The craftsman who wishes to express himself in one more medium, or the home-maker who merely desires the diversion of self-expression, will find the directions, given in this logical sequence, so clear and untechnical that he cannot fail, with sufficient practice, to achieve definite results.