In this dissertation I explore performances of Algerian sha‘bī music in Paris as affectively powerful experiences for the Algerian migrant community. Literally meaning “popular,” sha‘bī developed as a modernized form of colloquial sung poetry among the working class of mid-twentieth century Algiers and has remained a significant mode of cultural expression in the twenty-first century. By comparing a range of formal and informal contexts of performance, I consider the interdependency of place and intimacy in the expression of authority, morality, ecstasy, tradition, and communal belonging in sha‘bī praxis. I eschew dyadic constructions of home and exile and instead explore the idea of place in multiple guises, both real and imagined, as it either constrains or enables shared ecstatic experience among listeners. During successful sha‘bī performances, participants transform physical spaces into places of intimacy by entraining with one another’s emotional states. This state of shared heightened emotion is vested in the role of the shaykh, who moves the audience through skillful execution of sha‘bī’s musical conventions and his demonstration of textual knowledge through a convincing interpretation of the musical poetry. Central to this experience is the voice of the shaykh, which imbues the text with affective power and establishes the singer as the embodiment of tradition. As evoked metaphorically in the sung refrain of a well-known song, “Come, ask my heart to share with you its news and you’ll see that you own it and you know what you’ve done to it,” the singer invites the audience into a shared ritual of ecstatic, musical interaction in which bodily co-presence and emotional entrainment bring listeners together in collective effervescence. Perhaps most importantly, singers are imbued with moral virtues by adoring devotees, which allows them to shape the emotional experiences of individual performances. Informed by interviews and participant observations, I examine how the sha‘bī singer comes to embody the weight of tradition and joins with musicians and audiences to facilitate intimacy across a range of Parisian environments. In the process, I seek to illuminate why sha‘bī continues to be such a dynamic, meaningful mode of cultural expression for France’s Algerian diasporic community. / A Dissertation submitted to the College of Music in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Spring Semester 2019. / March 29, 2019. / Algeria, Diaspora, France, Ritual, Sha‘bī, Voice / Includes bibliographical references. / Margaret Jackson, Professor Directing Dissertation; Adam Gaiser, University Representative; Frank Gunderson, Committee Member; Michael B. Bakan, Committee Member.

This project study addressed a lack of consistent instructional delivery of co-teaching practices in a rural high school in middle Georgia. Though co-teaching services are provided, teachers are not implementing co-teaching models with fidelity. Because co-teaching teams are not trained together, teachers' efficacy in the delivery of co-taught instruction has often been negatively affected. This project study provided insight into the perceptions of co-teachers regarding the implementation of co-teaching practices. Bandura's self-efficacy theory served as the conceptual framework for this study. Using a qualitative, bounded, single case study design, the study explored the perceptions of co-teachers and the planning practices that were used by teachers in a rural high school in middle Georgia. A total of 9 general and special education co-teachers were recruited to participate in the study. Qualitative data for the study were gathered through semistructured interviews, a focus group interview, and lesson plan documentation. The transcribed interviews and lesson plan documents were analyzed through open and axial coding to generate themes. The findings revealed that teachers perceived a need for further training in co-teaching methods to improve their self-efficacy in collaboration and the implementation of co-teaching practices. The results of the study were used to develop a professional learning project that benefits teachers by improving collaboration, the implementation of co-teaching models, and co-teaching instructional strategies. The project may contribute to positive social change by improving co-teachers' skills to deliver effective instruction and increasing the self-efficacy of teachers to create a supportive learning environment within their co-taught classrooms.

The purpose of the study was to determine if training in social skills in a classroom setting would lead to greater achievement in writing. Fifty-seven children in grades six through eight (ages 11-14) from a predominantly middle-class school in a largely urban school district in South Florida participated in this study. Participation in the study was limited to students who had been evaluated, met diagnostic criteria for learning disabilities and were placed in a learning disabilities language arts class. Seven dependent variables were measured to evaluate the effects of social skills training (independent variable) on the writing skills of children with learning disabilities. The four writing variables were thematic maturity, syntactic maturity, fluency, and quality of expression. Three social skills measures were parent rating, student rating, and teacher rating of social skills behavior in the classroom. Three tests designed to measure changes in written language development and social skills acquisition and performance were used for pre-testing and post-testing. To assess the writing skills, two assessment instruments were selected: Test of Written Language-2 (TOWL-2) (Hammill & Larsen, 1988) and the Woodcock Psychoeducational Battery Achievement and Supplemental Tests (Woodcock & Johnson, 1990). To assess social skills, Social Skills Rating System (Gresham & Elliott, 1990) was selected. Areas of significant improvement in the writing measures were syntactic maturity and quality of expression in the experimental group. In the control group, syntactic maturity improved significantly more than in the experimental group. When pre and post test differences were examined for both groups, only syntactic maturity was significant. However, the gain score was greater for the control group than for the experimental group. The students' home language had a significant effect on syntactic maturity but not on any other variable. Thematic maturity approached significance and should be considered when practical applications are discussed. Examination of the results of the social skills measures revealed that no significant differences were evident in any area. There were no significant effects on the parent, student or teacher rating measures either by the social skills training or the writing instruction. The home language of the students had no effect on the social skills measures.

There has been some speculation that abuse/neglect may lead to later antisocial behavior by the abused/neglected child. It was the vi purpose of this project to determine the frequency of abuse/neglect in the population at the State Industrial School and to compare the types of crimes committed by abused/neglected delinquents with those delinquents not abused/neglected. The subjects consisted of all the adolescents committed to the State Industrial School. During the research project, 159 adolescents were at the State Industrial School. Of those, 63 had data in their files indicating some form of abuse or neglect. The findings of the study showed that significantly more abused/neglected delinquents commit authority protest crimes than other categories of crimes. Also, significantly more abused/neglected adolescents are found at the State Industrial School than those not abused/ neglected.

Customized employment for individuals with significant disabilities is becoming a focus of job placement. Customized employment is defined in the Workforce Innovation and Opportunities Act of 2014 as “Competitive integrated employment, for an individual with a significant disability, that is based on an individualized determination of the strengths, needs, and interests of the individual with a significant disability that is designed to meet the specific abilities of the individual with a significant disability and the business needs of the employer, and is carried out through flexible strategies.” Despite its status in federal legislation, no research exists on the employer’s perspective on customized employment. This study surveyed 53 employers and a focus group of 10 employers to identify perceived barriers and facilitators to customized employment. The researcher found that the highest-rated barriers employers identified with regards to customized employment were their lack of experience with customized employment, cost and responsibility of accommodations. The highest-rated facilitators included support was available from other agencies, financial incentives, and increased productivity. Limitations of this research and implications for further research are discussed.

This thesis examines the geology, history, law, policy and environmental effects of drilling for oil and gas in the Eastern Gulf of Mexico. Annually, the Gulf supplies approximately 25% of the United States' oil and gas supplies. The U.S. Department of the Interior has divided the Gulf into three Planning Areas, the Eastern, Central, and Western. Historically, the Central and Western have had significantly more exploration and production activity than the Eastern due to lesser resources and Florida law and policy. Florida bases its restrictive policy toward drilling off its shores on the state's fragile ecology, economic dependence on tourism and military operations conducted in the Eastern Planning Area (EPA). Additionally, there are significantly fewer estimated petroleum reserves in the EPA. Currently, there is some exploration in the EPA on 1.5 million acres adjacent to the Central Planning Area and 100 miles from Florida's coast. Florida's government helped reduce the size of the area, known as the Lease Sale 181 area by 75% and continues to fight to maintain no leasing within 100 miles of Florida's unique shores. Environmentalists have recognized the decrease in size of Lease Sale 181 area is one of the most significant environmental victories by a state administration. Florida should continue to aggressively protect its fragile coastline, groundwater and biologic resources in all three branches of government. / A Thesis submitted to the Program in American and Florida Studies in partial fulfillment of the requirements for the degree of Master of Arts. / Degree Awarded: Fall Semester, 2003. / Date of Defense: November 7, 2003. / Government, Energy, Petroleum, Gulf Of Mexico, Coastal / Includes bibliographical references. / Dennis D. Moore, Professor Directing Thesis; Terrell K. Arline, Committee Member; Joseph F. Donoghue, Committee Member.

This thesis examines the ways in which the underground newspapers of the late 1960s corroborated the growing sentiment that movement women were not considered as valuable to the revolution as movement men, thereby helping the then-burgeoning women's liberation movement to justify a full split from the rest of the leftist counter-culture. The late 1960S marked the height of the underground press's popularity as well as the beginning of the independent women's liberation movement. While women were banding together through consciousness-raising to expose their common dissatisfaction with patriarchal social structures, the underground press, mostly run by movement males, continued to allow mainstream, sexist concepts of gender to inform their papers' depiction of women. Women were used as sex objects (under the guise of being "sexually liberated"), icons of the revolution, helpmates, earth mothers, and in other symbolic ways, but were denied the voice and agency granted to men. As the women's liberation movement became more sophisticated in its goals and demands, this hypocrisy came into focus and became the subject of discussion. In the four-year period of this study, 1967-1970, important issues of sexual determinism, freedom of speech, and gender relations within the counter-culture came to a head and were expressed and discussed through the pages of the underground press. / A Thesis submitted to the Program in American and Florida Studies in partial fulfillment of the requirements for the degree of Master of Arts. / Degree Awarded: Summer Semester, 2004. / Date of Defense: June 24, 2004. / Women, Underground Press, Second-Wave Feminism, 1960s, Alternative Press, Free Press / Includes bibliographical references. / Neil Jumonville, Professor Directing Thesis; John J. Fenstermaker, Committee Member; Ned Stuckey-French, Committee Member.

Generations of Americans believe that black political activism materialized in the decades of the modern Civil Rights Movement. Since this overwhelming view prevails, the history of local African Americans who made a means of not giving into racism in spite of the violent and recalcitrant oppression that had existed since the days of slavery is often overlooked. But blacks fought for, and at times secured, small victories on an individual or community level, although setbacks and challenges to those gains also occurred. The mis-impression that activism merely manifested itself in the days following either Emmitt Till’s murder or the Brown decision leaves generations of people missing, or erased, from the annals of history, and simply ignores the reality of making a movement on the ground. By expanding the parameters beyond the typical definition of the Civil Rights Movement, black activism from each successive generation after the Civil War emerges and provides a better understanding of race in America. Approaching the Southwest Georgia Movement through the lens of a longer evolving fight for racial equality, it becomes apparent that most of those involved were fighting against the ghost of Reconstruction. It was during this tumultuous episode that blacks had lost all gains garnered after the fall of the Confederacy (the Freedom Generation). Moreover, southerners found ways of restricting or erasing these liberties as the country transitioned into the Jim Crow era (the Terrorist Generation). The modern leaders, Martin Luther King, Jr. (MLK) and Ralph David Abernathy, for example, rose to prominence by fighting against these segregation statutes, but their ultimate goal was to reclaim many of the gains of Reconstruction (the Protest Generation). / A Dissertation submitted to the Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy. / Summer Semester 2017. / May 1, 2017. / Includes bibliographical references. / Maxine D. Jones, Professor Directing Dissertation; Maxine Montgomery, University Representative; Andrew Frank, Committee Member; Katherine Mooney, Committee Member.

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This critical ethnography focused on improving the teaching and learning of chemistry in a diverse, urban, tenth-grade classroom in high-achieving magnet high school serving students of differing cultural, social, and historical backgrounds. Participants included all 26 students in the class, a university researcher (Sarah-Kate LaVan) and me as a teacher-researcher. Conducted within the methodological and theoretical frameworks of critical ethnography, this research employed collaborative research, autobiographical reflection, the sociology of emotions, and cogenerative dialogues as tools by which to examine the influence of structure and the social and historical contexts of lived experiences on teacher and student practices in the context of the science learning that took place in our classroom. The methods employed in this ethnography were designed to catalyze social transformation by identifying contradictions within structures and then finding ways to alter these structures to expand the agency of all those involved. Specifically I asked the following questions: 1) How do practices and schemas gained by being within school structures afford the structures of the classroom field? 2) How can the structures of the classroom be transformed to allow students and teachers greater exchange of capital (social, cultural, and symbolic)? 3) How does the exchange of capital afford agency for the participants? 4) How can participants' actions transform the structures associated with school and the classroom to break cycles of reproduction? Using multiple data resources such as field notes, videotape, interviews and artifacts, our research team was able to elicit and support findings at micro-, meso-, and macroscopic levels to answer these questions. / This research provides evidence of the ways in which structure shapes and is shaped by the practices and beliefs of students and teachers in different fields and how those, in turn, structure fields and afford agency for both the individual and the collective. The major findings of the study reveal that students and teachers need to participate in structured conversations that explicitly define and negotiate roles and rules for successful classroom interactions. One way to accomplish this is via participation in overlapping fields of cogenerative dialogue, a feature of our research methodology that emerged as salient during our research. This study offers administrators, teachers, and students a means by which to evaluate the ways in which structures shape the learning environment. Coupled with cogenerative dialogue, participants are provided a pathway for expanding agency in the classroom and in the school.