Thesis (M.F.A.)--West Virginia University, 2002. / Title from document title page. Document formatted into pages; contains iv, 61 p. Includes abstract. Includes bibliographical references (p. 61).

Thesis (Ed.D.)--University of Delaware, 2008. / Principal faculty advisor: Barbara Curry, School of Education. Includes bibliographical references.

The purpose of this study was to examine tenant participation in self-sufficiency programs in Hampton Public Housing and to explore relationships that might exist between participation in programs, demographic factors, and housing values. A theoretical framework was developed based on the human needs theory and an adaptation of the home values test. Programs offered to the Pine Chapel community of Hampton, Virginia were ranked by HUD administrators to determine programs most likely to assist residents in achieving self-sufficiency. Higher ranked programs were related to education for adults and children. Data was collected from 42 residents. The sample consisted, primarily of black female single parents between 19 and 25 years old. Chi Square analysis was performed to test three hypotheses. Marital status, number of dependents, and household type were found to be significantly related to level of program participation. Findings indicate that households most likely to be involved in higher-level programs were married-couple households, households with two dependents, or dual-parent and multi-generational households. Most respondents had lower-level housing values. However, marital status was significantly related to housing values. Households most likely to have higher level housing values were those where respondents were separated, widowed, or divorced. No significant relationship was found between the level of program participation and the level of housing values. Conclusions reached were that households with two adults present may have offered more opportunities for respondents’ participation in educational programs. Most participant households included children and their program involvement often centered around children. / Master of Science

Intrigue and tragedy are inherent in murder. Justice is not. What role does wealth play? At the very least, money buys access to limitless expert witnesses and the best and brightest attorneys. Today, all killings are felonies except those deemed justifiable. But that was not the case in Victoria, Texas, in 1976 when young, handsome and wealthy rancher Hampton C. Robinson III shot young, handsome and wealthy rancher Thomas Traylor Bauer in the back of the head. Criminally negligent homicide was a misdemeanor. And unlike the law today, the judge was allowed to reduce the full range of charges and provide jurors only two: murder or criminally negligent homicide. Convicted of a misdemeanor, Hampton Robinson served less than a year in jail. His crime began a downward spiral that took other lives and led to his self-destruction. / text

Thesis (M.S.)--Virginia Polytechnic Institute and State University, 1994. / Vita. Abstract. Includes bibliographical references (leaves 80-84). Also available via the Internet.

The First Amendment gives U.S. citizens a Hohfeldian legal immunity that disables Congress from removing citizens’ legal liberty to criticize the government. Any attempt by Congress to remove this liberty would fail, but such an attempt would still wrong citizens. The familiar concept of claim-violation does not fully account for this wrong. Claims name actions that ought not be performed and are violated when those actions are performed. Immunities names actions that cannot be performed. Congress would wrong citizens not by doing something it ought not do but by attempting and failing to do something it cannot do. Using elements of Jean Hampton’s expressive theory of punishment, I analyze Congress’ attempt (and other similar acts) as an expressive act that denies the existence of immunities. Congress’ immunity-“contradiction” would wrong U.S. citizens by denying the value that generates the immunity, by causing damage to the acknowledgement of the citizens’ value, and by threatening the existence of the immunity.

Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 1994. / Includes abstract and vita. Includes bibliographical references (leaves 243-253).

Thesis (Ph. D.)--New York University, 1953. / Includes bibliographical references (leaves [493]-455).

A continuum of services model exists which reflects the least and most restrictive special education environments available to provide services to all handicapping conditions. Associated costs increase significantly as the special education student requires more structure and intense services to benefit from individualized instruction. Per student cost to local education agencies (LEAs) and program variables in the areas of social skills curriculum and parental involvement for students identified as seriously emotionally disturbed (SED) and served in (1) self-contained classrooms operated by LEAs; and (2) regional (separate day school) programs operated cooperatively by the LEAs in Virginia are examined in this study. Costs to the LEAs for self-contained instruction were determined by using the Larson Model (1985), as revised by Kienas (1986). In Virginia, costs to the LEAs for placement of SED students in the regional programs were determined by the tuition rate approved by the Virginia Department of Education. State reimbursements for placement of SED students in both environments were considered in final cost calculations. The existence of certain program components in the areas of social skills curriculum and parental involvement were examined by a survey developed and distributed to Special Education Directors in the two described environments. A study of special education placements was conducted in Montgomery County, Maryland in 1982 to compare the costs and characteristics of programs used by that school division for school-aged handicapped students. Montgomery County was concerned over the cost of private placements and wanted to determine if alternative programming should be explored. It was concluded that the regional day program was cost effective when compared to other more restrictive environments, i.e., more costly residential treatment programs. Additionally, that special education program variables were similar in both environments. Other special education finance studies have also concluded that special education costs vary considerably within a given category of handicapping condition and that this cost may not reflect the service levels within programs. LEA expenditures for SED programs and selected program variables in LEA self-contained and regional programs in six LEAs located in the Hampton Roads area of Virginia are described in this. study. The research question to be considered was: Are program administrators’ perceptions of program quality, as measured by the existence of certain social skills curriculum and parental involvement program components, related to LEA costs for self-contained and regional (separate day school) programs for seriously emotionally disturbed students? While findings indicated a slight difference in net expenditures in favor of regional programs, this difference may not be significant based on quality of cost data and consideration for placement in the least restrictive environment. Net expenditures are based on reimbursements to LEAs from the Virginia Department of Education for SED students placed in these two environments. Survey results indicate that regional program administrators perceive higher incidences of quality descriptors in their social skills curriculums and parental involvement programs than the LEA self-contained program administrators perceived in their programs. / Ed. D.

A HISTORICAL CASE STUDY OF THE ARIKARA, HIDATSA, AND MANDAN INDIANS AT HAMPTON NORMAL AND AGRICULTURAL INSTITUTE, VIRGINIA, 1878-1911 By Nancy E. Jones-Oltjenbruns, Ph.D. A Dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy at Virginia Commonwealth University. Virginia Commonwealth University, 2012 Director: Maike I. Philipsen, PhD Professor, School of Education Hampton Normal and Agricultural Institute played a role in the education of American Indians. This facet of American Indians education was examined through the lives of Arikara, Hidatsa, and Mandan students from the Fort Berthold Reservation in North Dakota. The Three Affiliated Tribes’ students attended Hampton between 1878 and 1911. The federal government generally viewed American Indians as a problem so efforts were made to assimilate them into the majority culture. Education was a component of that process. The lack of knowledge about the Plains Indians contributed to their selection for this study. Lesser known tribes do not have a prominent place in the scholarship on 19th century Indian education. This study contributes to the literature by providing historical evidence related to the Fort Berthold Reservation students. The majority of teachers who instructed Indian students were non-Indian, but it was important for them to understand the specifics of Indian culture. Early staff at Hampton thought of themselves as civilizers, missionaries, and teachers. When the doors of Hampton opened, it was the role of staff to instruct the African American students in those skills that would allow them to advance in the White world. This was the same mandate regarding American Indians. The staff was instrumental in every aspect of American Indian education. Although Indian students including the Fort Berthold students never gained equal standing with African Americans or Whites on campus, they acquired a level of acceptance by staff and students. Views of Indian students toward staff, their education, school, and fellow students varied. There were members of the Fort Berthold Reservation who appreciated their education at Hampton, while some students did not complete their educational endeavors. Generally, Fort Berthold students learned skills that would be useful upon their return home. The Indian students felt they had an obligation to their people and that education was more than groundwork for their own prosperity. While education could provide a respectable living, the Fort Berthold Reservation students had a responsibility to teach those back on the reservation.