Genocide is conventionally seen through the mutually exclusive characterisations of perpetrators and victims. Attempts to understand this phenomenon in the 1990s postcolonial African Great Lakes region suffer from this same limitation. This dissertation critiques the limiting binary of perpetrator and victim identities. By examining the messy formation of identities in genocide, this research demonstrates that the latter are layered and fluid. Using relational sociology, identities are examined through the narrative analysis of interviews with Banyamulenge soldiers who participated in the early 1990s Rwandan Patriotic Front (RPF), and the short-lived Alliance des Forces Démocratiques pour la Libération du Congo (AFDL). These soldiers witnessed first-hand the violence and devastation of the Rwandan civil war and 1994 genocide. The AFDL, under Rwandan leadership, went on to obliterate 233,000 Rwandan refugees spread across Zaïre form 1996 to 1997. A heuristic device of a vortex is used to conceptualise a process of identity formation framed by three features of genocide, namely narratives of insecurity, destructive crises, and intermediate space. RPF and Banyamulenge narratives, power relations, and relational journeys are traced through an exploration of the networks and histories of these features. Banyamulenge soldier identities are formed in movements through this vortex with each experience of genocide. Such movements resulted in violence against the refugees. A specific relation to the idea of the enemy as a guilty genocidaire was constructed through the deployment of multiple narratives. The genocidaire was essential to Banyamulenge identities as they went on to perpetrate genocide against the Rwandan refugees. / The full text will be available at the end of the embargo: 1st Dec 2027

A search for the production of three massive vector bosons with at least one Z boson is presented. 140 fb⁻¹ of pp collisions at center-of-mass energy sqrt(s) = 13 TeV collected with the ATLAS detector at the LHC from 2015 to 2018 are analyzed. Events with three leptons and at least one reconstructed jet are discussed, targeting the WWZ → lνqqll and WZZ → lνqqll decay channels. Evidence for the searched-for production process is observed. Additional results demonstrating the combination of the three lepton search with searches including four or more leptons are shown. Pending the unblinding and combination of these results, there is potential for the discovery of the searched-for production process.

A quick look into the prevalence of Lesbian, Gay, Bisexual and Transgender (LGBT) topics in children's literature and one can easily note the rarity of LGBT presence in elementary classrooms. This topic continually fails to enter the classroom curriculum due to the taboo status it has in society. Some people find it to be inappropriate for the classroom, especially the elementary classroom. However, understanding that the intention is to provide an inclusive environment for LGBT students and/or families is important--not to expose children to explicit sexual discussion, but to establish a community of tolerance and acceptance. The purpose of this thesis is to explore, collect, and synthesize the literature regarding LGBT studies in order to create a handbook for preservice teachers, teachers who are in the university program to become teachers. The handbook will provide inclusion strategies, materials to educate preservice teachers on the topic and how to include it in the classroom (via children's literature or units of study), strategies to broach the topic with parents and administrators, classroom environment ideas, and a complete resource list of books and websites with suggestions on where to use them in instruction. Choosing to share quality literature will be important; however the focus of this thesis will center upon better preparing preservice teachers. For purposes of this study, preservice teachers are defined as students in elementary educator preparation courses at UCF. This target audience is required to take children's literature classes in this preparatory program. Preservice literature classes discuss the relevance and importance of including various genres and types of literature in the classroom.

For many educators in intermediate grades, the challenge is to find ways to introduce material in an engaging and meaningful way prior to students reading the textbook. Rather than having students read solely from a textbook, some educators have begun incorporating literature in the classroom in order to introduce material, to help students connect to prior knowledge. As time has passed social studies curriculum has been Teachers have an important role and responsibility to connect students to the curriculum that they are required to learn. One of the best ways to do this is by capturing their interests and tapping their prior knowledge through the use of quality children's literature. After observing intermediate social studies instruction in local classrooms, what is being done in the classroom and what they might need to enhance this process, I developed a guide for educators that may want additional resources and ideas for using quality literature in social studies instruction. This guide included instructional strategies, sample lessons, suggested quality literature and classroom activities to assist educators in helping students make connections and understand the content of social studies curriculum.

“Music is the biggest tool of revolution – the best way to reach out [to] the youth and involve them…” (Kher, n.d.). Music has the ability to impact so many areas of life. Music is universal, and regardless of language, meaning and emotions can be conveyed. Imagine if this was harnessed and utilized as an effective teaching tool for students? Music has played a significant role in history, but is often overlooked when history is taught. Utilization of music in the social studies classroom can take the form of time period pieces, cultural music, mnemonics for memorization, films, and much more. While it can be an effective tool for educating students, are teachers actually integrating it into their lesson plans? Using a stratified random sampling procedure, a survey was sent to teachers in the Central Florida region to gain insight into the topic. It was seen, that while over half (60%) of the educators indicated music could be an effective teaching tool, almost all (95%) used it very often, often, or sometimes in some way, shape, or form. Several teachers indicated that they did not have the time, resources, or the training to integrate music into their social studies classrooms. This research is only a starting point for additional regional studies, as well as more focused studies through which resources may be developed.

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