Call number: LD2668 .T4 1963 S71 / Master of Science

Thesis advisor: Gail Kineke / Turbidity maxima are areas of elevated suspended-sediment concentration commonly found at the head of the salt intrusion in partially-mixed estuaries. The suspended-sediment distribution in the Connecticut River estuary was examined to determine where turbidity maxima exist and how they form. Areas of enhanced suspended-sediment concentration were found to exist at all phases of the tide near the head of the salt intrusion as well as downstream of this point in deeper parts of the estuarine channel. These areas are locations where peaks in the longitudinal salinity gradient exist, suggesting the presence of a front, or zone of flow convergence. During flood conditions there is a layer of landward-flowing water in the middle of the water column that decelerates upon entering deep parts of the estuary; thus enhancing particle settling. During ebb conditions, stratification and therefore settling from surface waters is enhanced. The combination of processes acting throughout the tidal cycle focuses and, potentially, traps sediment in the deeper parts of the Connecticut River estuary. / Thesis (BS) — Boston College, 2012. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: College Honors Program. / Discipline: Geology & Geophysics Honors Program. / Discipline: Earth and Environmental Sciences.

Thesis advisor: Cynthia L. Lyerly / Examines the rise and fall of slavery in Connecticut from the American Revolution to the state's 1848 law abolishing slavery. Also explores the racism present among the state's abolitionists and general populace that differentiated it from surrounding New England states. Explains the distinct nature of Connecticut abolitionism when compared to the national organization. / Thesis (BA) — Boston College, 2008. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: History. / Discipline: History Honors Program. / Discipline: College Honors Program.

The Drowned Girl is a novel-in-stories that depicts the lives of eight characters living in a small Connecticut town. This work is one told through varying perspectives. Characters are mothers and fathers, husbands and wives, daughters, sons, and lovers. Their lives intersect physically, and emotionally, and the separate stories reveal the facets and repercussions of events both past and present: the death of a son and brother in a car accident, the life and death of a notorious town figure, the past and tragic future of a young woman, Jules, whose body is found one spring in the Connecticut river. The Jules stories, six in all, document her spiral into despair, and involve the other characters as friends, lovers, and parents. As the locus of the cycle, Jules and the mystery of her death prompt characters to re-view their own circumstances, and the way in which past decisions have played a part. These revelations-of betrayal, and loss, and the way they affect key characters, are effectively inscribed in the story cycle's ability to convey a communal disparateness. Each character's story brings a new perspective, and the accumulation of the parts provides a more encompassing view of the whole. The focus on an upper middle class neighborhood called Ridgewood-a subdivision built on dairy farm land in the mid-sixties-is key to the thematic link that ties the stories together. I am interested in revealing the corruption of the natural landscape, the carving up of rural areas after World War II to create suburban communities in which family incomes and demographics are almost completely homogenous. The suburb of Ridgewood is mapped by roads designed to conform to a hierarchy that includes cul-de-sacs, and a pattern leading to residential areas of greater affluence. This setting serves as a backdrop to the complex disintegration of the family.

Thesis (M.A.) -- Central Connecticut State University, 2009. / Thesis advisor: Robert Wolff. "... in partial fulfillment of the requirements for the degree of Master of Arts in History." Includes bibliographical references (leaves 76-77). Abstract available via the World Wide Web.

Thesis (M.S.)--Central Connecticut State University, 2002. / Thesis advisor: Robert Fischbach. " ... in partial fulfillment of the requirements for the degree of Master of Science in Organizational Communications." Includes bibliographical references (leaves 86-90). Also available via the World Wide Web.

Thesis (M.S.)--Boston University / A shifting of age patterns towards a larger number of older people in the population is creating a new frontier for social work in our American Society. Increasingly, group work agencies are being challenged to meet the needs of our senior citizens through day center and club programs. For most group work agencies programming for the older person is a relatively new development and one requiring constant experimentation and evaluation . While aged persons have much in common , just as other age groups do, there still remains a uniqueness of different individuals and groups. Therefore, in evaluating the effectiveness of a group work program for the aged, each group must be studied in light of the needs and characteristics of this particular group .The purpose of this study is to determine the effectiveness of the program of the Sixty Club of Union Settlement of Hartford in light of the following criteria. Does the program grow out of the needs and interests of the individuals who compose the group? Does the program take into account such factors as age of group members and economic and cultura l backgrounds? Is the program diversified enough to satisfy a variety of needs and interests?

Thesis (Ed.D.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This multi-site case study examined education policymaking in the states of Connecticut, Massachusetts, and North Carolina in order to discover the ways in which policymakers define teacher quality. Forty policymakers were asked questions about five broad topics -- the political culture in the state, the role of research in policymaking, the policies devised to address the issue of teacher quality, descriptions of a good teacher, and the definition of teacher quality. These policymakers represented four sectors-- state department of education officials, politicians, educators, and business leaders. What emerged were descriptions of the distinct political and educational cultures of each state and the ways in which these differences and the values and beliefs of these policymakers affected the policy problem definition, the choice of policy instruments, and the relationship of research to policy development. The frameworks used to provide assessments of the complexities involved in defining teacher quality include: McDonnell and Fuhrman's (1985) descriptions of the factors that impel policymakers to act; Marshall, Mitchell, and Wirt's (1989) conceptualization of assumptive worlds and the four domains they identified to understand the principles under which policymakers operate; and Murphy and Adams' (1998) depiction of the dynamics of educational reform. The conclusions of this study are: (1) state political culture does affect policymaking and accounts for the differences among states; (2) policymakers do not institute policies based on values alone, but also based on the contexts of their assumptive worlds; (3) the inability to accomplish all aspects of good teaching with current policy instruments, coupled with cultural differences, results in variances of definitions among the states in this study; (4) there is a gap between personal definitions of good teaching and the descriptions of what can be accomplished in policy; and (5) teacher quality is defined by state policymakers (a) in similar terms across states as a whole, but with different emphases by the four sectors; (b) by the specific policy instruments used to address the problem of teacher quality; and (c) in the current national climate of accountability and political expediency. A number of recommendations for policy and research are presented in the last chapter. / 2031-01-02

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Thesis (M.S.)--Boston University / PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you. / This study explores how Japanese corporations operating in the U.S. accommodate their management systems to an American work environment, and examines the role of public relations activities in the management systems. Nine interviews were conducted with American and Japanese executives at five Japanese corporations in Massachusetts and Connecticut. The major research questions were: What are the management policies and how is the management structured at each company? What kind of communication method is used for employee and community relations programs? How do the differences between American and Japanese cultures, such as languages and work values, affect the corporations? How do public relations activities support management objectives? All the executives concluded that cultural differences between the U.S. and Japan do not become communication barriers once people from both nations gain mutual understanding. Due to differences in the nature of employees and communities in which they operate, the types of management systems and the communication methods adopted by the five companies vary. Public relations can help management monitor these environmental differences and establish its goals according to the environment. To implement these goals, organizations need active managers who are willing to understand the cultural differences of their organizations and to get involved with employee and community activities. In this way, the managers can facilitate two-way communication among the organizations and between the organizations and the communities. / 2031-01-01