This program was carried out in the two sections of the fourth grade at the Agnes McReynolds Elementary School in Pensacola, Florida. In investigating the place of geography in the elementary curriculum, and the teaching and testing of this subject, material has been found that will be of great use to both teachers in the future. An attempt has been made here to record some of the findings and to draw conclusions from them. Intelligence tests, reading tests, as well as geography tests, were given to fifty-eight children in order to better evaluate geography learning in relation to intelligence and reading ability. / Typescript. / "July, 1948." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Arts." / Advisor: H. F. Becker, First Major. / Includes bibliographical references (leaves 40-42).

This dissertation explores the recollection of historical memory in a number of significant literary and cinematic texts produced during the first thirty years of the Francoist dictatorship. Ironically, the first quarter-century of post-war Spain was referred to as "los años de la paz" [The Peaceful Years] by the propagandistic effort of the regime. However, as my dissertation will show, representative texts of the same period articulate trauma that was still lingering in collective memory. Contrary to the common assumption that the process of recovery of historical memory began after Franco's death in 1975, I will show that this same process had begun almost immediately after the outcome of the Spanish Civil War in April of 1939. Based on a theoretical framework built on the juxtaposition of Lacanian psychoanalysis and recent trauma theory, I argue that the texts object of my study – including some well-known Francoist canonical works – actually work through the painful and traumatic experiences of the war and the violence imposed by the dictatorship. Because of the unspeakable nature of psychological trauma and the censorial machinery set in place by the repressive instruments of the Francoist regime, the traumatic experience is never explicitly recounted in these narratives. However, I will demonstrate how these experiences are expressed in the body of the text in unconventional and unexpected ways such as the tension between chaos and silence, the representation of hyperbolic violence, speech acts, the representation of space, inter-textual empathy, as well as gaps and disruptions of the narratives. In my dissertation, I will describe a double-process of reinscription and return of the traumatic event whereby these texts are able to begin a process of working through, becoming, in Dominick LaCapra´s famous theorization of the concept, an "ethical agent" of history that create a counter-narrative to the Francoist silence surrounding many traumas of the war and resulting dictatorship. / A Dissertation submitted to the Department of Modern Languages and Linguistics in partial fulfillment of the Doctor of Philosophy. / Fall Semester 2015. / October 2, 2015. / Civil, Film, Literature, Spanish, Trauma, War / Includes bibliographical references. / Enrique Álvarez, Professor Co-Directing Dissertation; Robert Romanchuk, Professor Co-Directing Dissertation; Andrew Epstein, University Representative; Keith Howard, Committee Member; Reineir Leushuis, Committee Member.

"The purpose of the study is to determine if there is a difference between students who study certain topics from plane geometry using a geoboard and those who study the same topics in the conventional classroom. A three part criterion test will be used as the evaluative instrument"--Introduction. / Typescript. / "December, 1971." / "Submitted to the Department of Mathematics Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: E. D. Nichols, Professor Directing Dissertation. / Includes bibliographical references.

"In general terms, the purposes of this study were two in number: (1) to suggest whether unique mental factors as identified by methods of factor analysis are correlated with success in usual school learning situations and (2) to suggest whether it is possible to design instructional materials in a way which would suit the learner's mental ability profile"--Introduction. / Typescript. / "June, 1967." / "Submitted to the Graduate School of Florida State University in partial fulfillment of the requirements for the degree of Doctor of Philosophy." / Advisor: E. D. Nichols, Professor Directing Dissertation. / Includes bibliographical references.

Research in pediatric medical art therapy is comprised largely of case studies. The motivation for this study was to contribute quantitative data to the literature on art therapy with children who experienced hospitalization and medical treatment. The study question focused on the efficacy of art therapy in reducing the anxiety of hospitalized pediatric patients. To address this issue, a subgroup of pediatric patients was selected; a single subject research design was initiated with a homogenous group of 6 to 9 year-old female patients hospitalized for treatment of sickle cell disease. In addition to extensive qualitative narrative, three instruments were utilized: (a) an Anxiety Behavior Schedule, (b) the Children's Health Locus of Control Scale, and (c) the Children's Hope Scale. The intervention phase of the study included art therapy interventions designed to familiarize subjects' with the hospital environment, provide opportunities for control and expression, and respond to subjects' established cognitive structures regarding their medical condition and treatment. The results of the study support the efficacy of art therapy in two very important ways: First, all of the subjects demonstrated reduced externality of locus of control following art therapy intervention. Second, the observable anxiety data on subject 2 definitively confirmed reduction in anxiety due to art therapy intervention, with statistical significance established at the .05 level. Finally, one subject's subsequent hospitalization provided the opportunity to collect follow-up data; this data confirmed that the reduction in anxiety behaviors resulting from the art therapy protocol was sustained over time. Extensive qualitative narratives of the subjects' experiences were provided. Implications for future practice and further research are discussed. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Degree Awarded: Fall Semester 2003. / Date of Defense: November 10, 2003. / Pediatrics, Arts In Medicine, Psychological Well-Being, Sickle Cell Disease, Art Therapy, Pediatric Patients / Includes bibliographical references. / Marcia L. Rosal, Professor Directing Dissertation; Nick Mazza, Outside Committee Member; Betty Jo Troeger, Committee Member; Tom Anderson, Committee Member.

The purpose of this qualitative study was to investigate the use of art as a pedagogical tool with pre-service art teachers in a graduate-level art education class. A curriculum was developed focusing on educational social justice theories and their application in regard to gender inequity and diversity issues. The goal was to lead students to engage in more self-directed learning and to become more pro-active in their society. The results indicate the value of using art making to help students explore, investigate, and examine self and self in relation to society. In addition, they shed light on transformational moments in the art making process when students’ awareness of self and social justice issues was heightened and democratic ideas were reinforced. The results have implications for classroom practice as well as enhancing the quality of art education by incorporating social justice concerns in art education for individual and community developments. / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / July 7, 2017. / Educational Democracy, Practitioner research, Pre-service art teacher, Social justice Art, Social justice education, Students-centered curriculum / Includes bibliographical references. / Sara Shields, Professor Directing Dissertation; Tamara Bertrand Jones, University Representative; Ayesha Khurshid, Committee Member; Jeff Broome, Committee Member; Ann Rowson, Committee Member.

Museum education and art therapy collaborations have emerged to work together to achieve simultaneous education and therapeutic goals for adolescent populations (Peacock, 2012). There is a need for research in the area of improving the services and quality of lives of individuals with Autism Spectrum Disorders (ASD). This study explored the responses of adolescents with high functioning autism (HFA) as they engaged in therapeutic art experiences in the museum setting. Four adolescents ages 13-17 participated in two hour-long sessions twice weekly over the course of ten weeks. They created thematic exhibitions with artist statements that were displayed in a university-based art museum in an exhibition titled My Own Expression. A thematic analysis identified four themes that emerged to describe the therapeutic benefits of utilizing the museum as a space for art therapy sessions with this population. Participant responses indicated four areas of development that occurred across the cases: cognitive and language development, adolescent identity development, socioemotional development, and sensory and affect regulation development. Keywords: art therapy, art museum education, high functioning autism (HFA), joint attention, cognitive and language development, socioemotional development, sensory regulation / A Dissertation submitted to the Department of Art Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 2, 2018. / Art museum education, Art therapy, High functioning Autism (HFA), joint attention, sensory regulation, socioemotional development / Includes bibliographical references. / David E. Gussak, Professor Directing Dissertation; Holly Hanessian, University Representative; Pat Villeneuve, Committee Member; Barbara Parker-Bell, Committee Member; Ann Rowson-Love, Committee Member.

The study focused on testing a web-based parenting course called FosterParentCollege.com (FPC) Culturally Competent Parenting for parents who were fostering or adopting children transracially. Transracial parenting means parents who have adopted or are fostering a child of a different race than themselves. It is important for parents who are foster or adopting transracially to learn about resources when it comes to culturally competent parenting due to the positive impact culturally competent parenting has on children. Research study findings have indicated that transracial children who receive racial-ethnic socialization (a type of culturally competent parenting) demonstrate positive outcomes such as better self-esteem and psychological adjustment. This study utilized a mixed methods pre-test post-test treatment and control group design. The purpose was to determine if there was a difference in parent scores on openness to cultural receptivity after completing the course in comparison to parents taking the control course. Additionally, parents who participated in the treatment course completed two-month follow-up interviews to assess if they self-reported applying techniques learned from the culturally competent parenting course. Results of the study indicated that parents enrolled in the treatment course had significantly higher scores for openness to cultural receptivity after completing the course than before. Themes identified in the qualitative interviews indicated parents’ efforts to learn more about cultural competency. Implications and limitations are discussed. / A Dissertation submitted to the Department of Family and Child Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / March 20, 2018. / Child welfare, Cultural competence, Foster care, Parent-child relations, Transracial adoption, Web-based training / Includes bibliographical references. / Lenore McWey, Professor Directing Dissertation; Angela Canto, University Representative; Melinda Gonzales-Backen, Committee Member; Ming Cui, Committee Member.

This dissertation examines early Enochic literature, namely the Astronomical Book and the Book of the Watchers, in the context of traditions concerning Greco-Roman culture heroes and the debates about the origins of civilization during the Hellenistic age. I argue that the emphasis on the spread of antediluvian knowledge in both these works should be understood as a Jewish response to debates about the origins of cultural knowledge essential to Hellenistic civilization, especially astronomy and metallurgy. Chapter one surveys recent scholarship on the Astronomical Book and Watchers. Recent interpretations of Watchers have read the violence in the text as part of a program of resistance to Greek imperial hegemony, while similar readings for the Astronomical Book have not gained much support. While the resistance reading is a leading model for understanding early Enochic literature, there is an important dimension that has not been extensively explored for interpreting this body of literature, namely the debates surrounding the origins of cultural knowledge during the Hellenistic age. There was a robust discourse in the Hellenistic age about the origins of civilization and types of knowledge, such as astronomy and writing, that were widespread throughout the known world. On the one hand, Greek authors, including Herodotus and Diodorus, give evidence that some Greeks were seeking the origins of civilization in the cultures conquered by Alexander. On the other hand, native writers felt a nostalgia for the past and a time when their respective culture’s held greater power and prestige, causing them to focus on the greatness of their community earlier in history. Thus, in light of both these circumstances there developed a competition among native communities to appear to be the oldest culture and the source of popular knowledge essential for Hellenistic civilization. Chapter three turns to the early Enochic literature by examining the importance of astronomy and writing in both the Astronomical Book and Watchers. Both of these texts emphasize that legitimate knowledge of the heavens was given to the Jewish antediluvian figure of Enoch and that this knowledge was written down by Enoch. I argue that the choice of Enoch is meant to place the origins of astronomy, which was increasingly seen as a byword for antiquity generally, in a Jewish figure. In turn, a written tradition connected to this astronomical data would imply that all Hellenistic understanding about the movements of the heavenly bodies is because of the Jewish people and their preservation of this written knowledge down through the centuries. In addition, Watchers claims that an illegitimate form of astronomical knowledge was given to humanity by the fallen watchers. I argue that the depiction of the watchers is meant to parody accounts of antediluvian culture heroes in other traditions, most especially the Babylonians. Chapter four explores the role of violence in Watchers, and its connection to the origins of metallurgy in making weapons. I argue that the text seeks to account for the violence of the Hellenistic period by claiming that this violence was a result of wicked forms of cultural knowledge given in the antediluvian period. The text seeks to undercut claims made by rival cultures to the origins of metallurgy by arguing that these origins are wicked. Chapter five summarizes the main results of the project. I argue that reading early Enochic literature in the context of the Hellenistic debates over the origins of civilization provides a way to understand the Book of Watchers and the Astronomical Book together. Furthermore it makes the aims of these works similar to contemporary Jewish and non-Jewish works from the 2nd and 3rd centuries BCE. / A Dissertation submitted to the Department of Religion in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2018. / April 9, 2018. / Apocalyptic Literature, Enoch, Technology / Includes bibliographical references. / Matthew Goff, Professor Directing Dissertation; Trevor Luke, University Representative; David Levenson, Committee Member; Nicole Kelley, Committee Member.

The rise of college symbols and mascots related to the American landscape directly correlates with the rapid changes stemming from industrialization and urbanization occurring in American culture between the late-nineteenth century and first decades of the twentieth century. The loss of national identity attributed to the closing of the western frontier had a devastating effect on young white males in particular. The ensuing cultural crisis brought about by the wanton extirpation of wildlife and destruction of the natural environment led directly to the preservationist movement of the turn-of-the century. In the face of unparalleled immigration, fitness and the back-to-nature movement were believed to be instrumental in helping white American men avoid committing "race suicide." Nurtured by the teachings and philosophies of conservationists and preservationists, young white college men formed the first football teams and adopted symbols of the American landscape as a means of team identity. Because iconography makes for a powerful tool of identity and solidarity, students and college officials were likewise intrigued. Eager to quell unruly student behavior, college administrators—who had a more than contentious relationship with the student body throughout the late-nineteenth century—gladly assented. The profits soon realized from college sports and the pageantry surrounding it proved irresistible to colleges across the land. Consequently, by the early decades of the late-nineteenth century, numerous American college athletic teams began using mascots related to the American landscape and school colors to foment group solidarity. / A Dissertation submitted to the Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Fall Semester 2018. / November 2, 2018. / 20th century American history, education, iconography, sports / Includes bibliographical references. / Andrew Frank, Professor Directing Dissertation; Robert Crew, University Representative; Jonathan Grant, Committee Member; Jennifer Koslow, Committee Member; Edward Gray, Committee Member.