Thesis (M.Sc.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1985 (Dental Public Health). / Includes bibliographical references: (leaves 70-74). / The purpose of this study was to determine whether the changes currently evolving in the delivery of dental care are affecting the way in which dental assistants are being utilized and, if so, whether the training offered in accredited dental assisting programs is meeting the needs and demands of　the system. It was intended that the results of this study would be useful in determining future directions for dental assisting as a career, and in invoking changes in dental assisting education to improve satisfaction of both dentists and dental assistants. The research was conducted via survey questionnaires which were mailed to 300 randomly selected dentists in Grand Rapids, Michigan and Boston, Massachusetts.　The survey items focused on the dentists’ backgrounds and attitudes toward dental assistant utilization; numbers and credentials of dental assistants employed; and current utilization patterns of dental assistants. The results were summarized with descriptive statistics, frequencies and distributions, and analyzed using chi-square and tests of correlation. It appeared　that　changes in dental education and in modes of delivery of dental services had little effect on patterns of dental assistant utilization and, moreover, that the emphasis of the A.D.A. accreditation standards for dental assisting education programs was congruent with the demands of　the surveyed dental practitioners. It was further apparent that although dentists had positive attitudes　toward dental assistant utilization, they appeared to be unaware of the status of state regulations governing utilization of dental auxiliaries, and generally underutilize the skills of trained assistants. This paper addresses these and other issues of concern to dental assistants, dental assisting educators and dentists.　The results of　this study provide a foundation for many areas of future research.

On June 10, 1692, Bridget Bishop was hung as a witch in the community of Salem Village of the Massachusetts colony. Bishop was the first of twenty that died, all of whom professed their innocence. By the end of the madness, more than two hundred persons stood accused of witchcraft. They attempted to prove their innocence or they falsely admitted guilt in order to save their own lives. Citizens did not discuss the episode for many years after the trials were ended. The whole episode was an embarrassing blemish on the history of the state, and there was little atonement for the unjust hangings of those who had proclaimed their innocence. Three hundred years later, Salem, Massachusetts is very different. The image of the witch on a broomstick has been commercialized, and the city has become known as the "Witch City." The city makes over $25 million a year in tourism and is one of the largest tourist attractions in all of New England. This change raises some very important questions, such as how did this change occur? Why did it occur? Is Salem unique? How did perceptions change over time, and why? This thesis attempts to answer these questions by examining a variety of sources. This thesis strives to explain how a tiny New England town that experienced the tragic phenomenon of the witch trials and hangings, evolved into the present-day Witch City. / Master of Arts

This study examines perceived benefits and costs of instructors who contributed to the Massachusetts Institute of Technology (MIT) OpenCourseWare (OCW) project. While previous research has investigated the benefits and costs of OCW from the perspectives of the users and institution, the instructor's perspective is the focus of this qualitative case study. Instructors created the original educational content and would seem to have the most to lose by contributing to OCW. Data come from six years worth of surveys conducted by the evaluation team of the MIT OCW project, follow-up interviews with contributing MIT instructors, and a content analysis of written feedback comments received by the MIT OCW team. Findings include instructor benefits of: (1) improved reputation, (2) networking, (3) supplementary opportunities, (4) improved course content, (5) course feedback, (6) students accessing materials, and (7) working with the MIT OCW team; and instructor costs of: (1) damaged reputation, (2) loss of intellectual property rights, (3) requirement of extra resources, (4) realignment of individual professional goals, (5) public materials, and (6) working with the MIT OCW team.

Thesis (M.C.P.)--Massachusetts Institute of Technology, Dept. of City and Regional Planning, January 1951. / "October 27, 1950"--Submission letter. / Includes bibliographical references (leaf [86]). / by Robert Jackson Bartels. / M.C.P.

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Geology, 1948. / MIT Science Library copy: lacking maps; in binder, 31 cm. / Accompanied by: Geologic maps of the Boston metropolitan area. [40] p. : col. maps ; 54 cm. Vita. / Includes bibliographical references. / by Kenneth Grenville Bell. / Ph.D.

Thesis (M.S.)--Massachusetts Institute of Technology, School of Industrial Management, 1963. / Includes bibliographical references. / by Andrew Fenton Kazdin. / M.S.

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