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Thesis (Ph.D.)--Indiana University, Dept. of English, 2007. / Source: Dissertation Abstracts International, Volume: 68-09, Section: A, page: 3875. Adviser: Susan Gubar. Title from dissertation home page (viewed May 5, 2008).

Thesis (Ph.D.)--University of Illinois at Urbana-Champaign, 2007. / Source: Dissertation Abstracts International, Volume: 68-11, Section: A, page: 4636. Adviser: Violet Harris. Includes bibliographical references (leaves 101-106) Available on microfilm from Pro Quest Information and Learning.

Thesis (M.A.)--Trinity Evangelical Divinity School, 1996. / Abstract. Includes bibliographical references (leaves 181-195).

Thesis (M.S.)--University of Wisconsin--Madison. / Typescript. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaf 24).

Thesis (Ph.D.)--Indiana University, Dept. of History, 2006. / Source: Dissertation Abstracts International, Volume: 67-04, Section: A, page: 1487. Adviser: Ben Eklof. "Title from dissertation home page (viewed June 18, 2007)."

<p> The global marketing of the racial slur &ldquo;nigger&rdquo; / &ldquo;nigga&rdquo; has been a steady stream of business for the entertainment industry for decades. Entertainment is the United States&rsquo; second biggest export. The racial slur &ldquo;nigger&rdquo; / &ldquo;nigga&rdquo; is at the core of America&rsquo;s savage history. However, many young people and adults have no knowledge of the history and negative connotations of the derogatory racial slur.</p><p> This study focused on whether the workshops presented to 30 high school students in three schools in the northern United States would impact their understanding of the racial slur &ldquo;nigger&rdquo;/ &ldquo;nigga&rdquo; and if they would report that they are using the racial slur less or not at all after attending these workshops. Would the workshops give high school students a better understanding of the legacy of this debilitating racial slur and the impact it continues to have on the mindset of millions of people? Did the workshops help the high school students understand the negative effects of the use of the racial slur &ldquo;nigger&rdquo; / &ldquo;nigga&rdquo; through not only news, but also films/movies, music, video, song, and dance?</p><p> Data were collected using pre- and post-intervention anonymous questionnaires with all of the participants and videotaped post-intervention interviews with two students from each of the three high schools.</p><p> The results supported the hypothesis that after attending the workshops, students did have more knowledge of the origins of the racial slur &ldquo;nigger&rdquo; / &ldquo;nigga&rdquo; and they reported that they would use the term in its historical context as opposed to using it as a term of endearment.</p>

The first half of this thesis is concerned with Saint-Cyr itself, its founder, its history, its main ideas, A chapter is devoted to Madame de Maintenon, and lays especial emphasis on those sides of her character which were reflected in the school she founded. Another chapter sketches the history of the school, and describes the educational system finally established there. There follows a discussion of some of the distinctive features of the system - its aristocratic character, the advance it marked towards the secularisation of education and its fore-shadowing of modern theories. The second part deals with the Saint-Cyr tradition, and shows how Madame de Maintenon's foundation was copied by other schools. First are examined, those of Gomerfontaine and Bisy and the "Institut de l'Enfant Jesus," founded by Languet de Gergy. All those were strongly marked by Saint-Cyr influence. The schools of the Ursulines and the Visitandines are considered next, but the conclusion reached is that, with certain exceptions,their debt to Saint-Cyr is small. A Section follows on various small schools at Poitiers, Arles, Lucon, Honfleur and Orleans, and on the important Houses of education of the Legion of Honour. An example is then given of Saint-Cyr influence abroad, in the Institutes founded by Catherine of Russia. Under the heading of "Theorists," mention is made of the schemes of the Abbe de Saint-Pierre and of Madame de Genlis, who both held up Saint-Cyr as a pattern to be copied by other schools for girls. The conclusion reached is that the Saint-Cyr tradition is greater than is generally acknowledged, but that Madame de Maintenon influenced girls' education more by her writings than by the Schools which she inspired.

<p> This dissertation examines the use of corporal punishment in 142 Tennessee public school districts, as well as the data from the United States Department of Education Office of Civil Rights to identify demographic patterns and trends regarding corporal punishment in the state of Tennessee. This project also studies the relationship between school district enrollment and corporal punishment. This dissertation uses quantitative methods to analyze the data.</p><p> The results of this study finds that medium-sized school districts (student enrollment between 500 and 1500 students) report the greatest number of corporal punishment incidents. Also, a higher percentage of white students experience corporal punishment than nonwhite students in a majority of the years studied. The study also finds that a relationship exists between district size and corporal punishment practices. Corporal punishment rates in Tennessee's 10 largest districts are quite low. The findings of this research are similar to those found in past research in Texas, Mississippi, and North Carolina.</p><p>

Political and educational leaders today often praise the benefits of study abroad with lofty rhetoric by arguing that overseas study can provide American undergraduate students with a variety of beneficial outcomes such as personal growth, academic gains, professional skills, greater international awareness and cross-cultural understanding. Despite the rhetoric, a relatively small percentage of students participate in overseas study. In 2014, the Institute of International Education reported that 9% of American undergraduates study abroad before graduating. Beyond this, there is a lack of diversity in the students who do study abroad for credit. Although the number of white students enrolled in US higher education is approximately 60%, over 76% of the students who study abroad are white. This lack of diversity and the relatively low levels of participation in study abroad have prompted many proponents to call for new ways to expand this practice so that more undergraduate students benefit from overseas study. This dissertation traces the historical development of study abroad programs for American undergraduate students in the twentieth century focusing on how advocates justified these programs and envisioned their ideal structures. By examining the visions and administrative solutions of study abroad advocates over the past century, this dissertation demonstrates how proponents gradually convinced colleges and universities to adopt these programs to the point that study abroad became a permanent, but highly selective, aspect of U.S. higher education. It also reveals how the discourse about study abroad changed at different points in the twentieth century to adapt to contemporary challenges. This history offers contemporary educators seeking to expand overseas study a deeper awareness of the need for clarity of objectives in study abroad programs. It argues that the rhetoric and the reality of study abroad practices should intersect in transparent ways that all interested stakeholders can understand. Finally, understanding how the roots of selectivity and elitism in study abroad were established to mitigate fears of unregulated growth and academic illegitimacy will help contemporary advocates think about ways to achieve greater access in education abroad while still maintaining institutional standards today. / Higher Education