An American singing prodigy escapes to Russia following the death of his bandmate and stays after his last close relative – his mother – dies. It’s the late 1990s and he’s found a new home. After a decade in obscurity he makes a comeback by joining a Russian musical collective, but when they embark on a tour during the events in Crimea in 2014, accusations swirl about his past as a democracy promoter for a U.S.-funded NGO in Vladivostok. Condemned by the media as a spy, he’s eventually denounced by Rokko – the man who rediscovered him, mentored him, and became his best friend – a hybrid like him, someone with a toehold in both Russian and American cultures. He returns to the U.S. where he is also viewed warily, for he responds to criticisms of Russia by encouraging a nuanced understanding of the country at a time when there’s no patience for it. He is left without the one thing he’d always searched for: a home.

Joe Louis Clark was the principal of Eastside High School (EHS) located in Paterson, New Jersey from 1982 to 1989. The purpose of this phenomenological case study was to explore Mr. Clark’s leadership style as principal of EHS, and to investigate from the point of view of Mr. Clark’s former students, teachers, and administrators what, if any effect, his leadership style had at EHS, as well as on his students, teachers, and administrators’ lives during and subsequent to their time at EHS. I conducted this investigation by giving voice to my classmates, teachers, administrators and myself. I graduated from EHS during Mr. Clark’s tenure and I am a member of his first graduating class in 1986. When Mr. Clark arrived as principal, EHS was characterized by large numbers of students living at or below the poverty line, overcrowded classrooms, and outdated resources. Additionally, there were issues such as: high dropout rates, drugs, teenage pregnancy, violence towards students and teachers. In an attempt to raise the students’ Minimum Basic Skills Test scores and eliminate the violence at EHS, Mr. Clark was hired as the principal. Through face-to-face and telephone semi-structured, open ended in-depth interviews with twenty-two participants, I uncovered personal views of Mr. Clark’s leadership style. Mr. Clark used a leadership style that was characterized by the informants as autocratic, directive, charismatic and caring. The voices of his students, teachers, and administrators speak volumes about the strategies he developed that made an impact on their lives in addition to reforming EHS.

Joe Louis Clark was the principal of Eastside High School (EHS) located in Paterson, New Jersey from 1982 to 1989. The purpose of this phenomenological case study was to explore Mr. Clark’s leadership style as principal of EHS, and to investigate from the point of view of Mr. Clark’s former students, teachers, and administrators what, if any effect, his leadership style had at EHS, as well as on his students, teachers, and administrators’ lives during and subsequent to their time at EHS. I conducted this investigation by giving voice to my classmates, teachers, administrators and myself. I graduated from EHS during Mr. Clark’s tenure and I am a member of his first graduating class in 1986. When Mr. Clark arrived as principal, EHS was characterized by large numbers of students living at or below the poverty line, overcrowded classrooms, and outdated resources. Additionally, there were issues such as: high dropout rates, drugs, teenage pregnancy, violence towards students and teachers. In an attempt to raise the students’ Minimum Basic Skills Test scores and eliminate the violence at EHS, Mr. Clark was hired as the principal. Through face-to-face and telephone semi-structured, open ended in-depth interviews with twenty-two participants, I uncovered personal views of Mr. Clark’s leadership style. Mr. Clark used a leadership style that was characterized by the informants as autocratic, directive, charismatic and caring. The voices of his students, teachers, and administrators speak volumes about the strategies he developed that made an impact on their lives in addition to reforming EHS.

NJ, Univ., Dep. of Economics, Diss.--Princeton, 2004. / Kopie, ersch. im Verl. UMI, Ann Arbor, Mich. - Enth. 4 Beitr.

Thesis (Ph.D.)--Brown University, 2005. / Vita. Thesis advisor: Patrick Malone, James T. Campbell. Includes bibliographical references (leaves 369-386). Also available online.

Creating moralistic societies was a concern of the churches and the governments of Scotland and the American colonies of New York and New Jersey in the eighteenth century. However, church and state relations in Scotland and the American colonies were dissimilar and the differences manifested themselves in the various approaches taken by each body to suppress the immoral behaviour that existed in both countries. By examining the disciplinary procedures and cases in the parishes of the Presbytery of St Andrews and the Presbyterian churches in the colonies of New York and New Jersey, these divergences emerge and illuminate the relationship between church and state. The Church of Scotland was recognized as the established church by the state and was allowed to implement its own Presbyterian system of government and discipline according to its ecclesiastical doctrines and theological beliefs. The state utilized its legal systems to punish and correct immoral behaviour. In Scotland, the two systems had defined boundaries and complemented one another in their efforts to suppress immorality. However, not only did the American colonies lack a centralized state until 1776, but the colonies also lacked an established church. Alternatively, each colony had its own governing bodies, judicial systems, and a variety of church denominations. The Presbyterian Church, one of the many churches in the colonies of New York and New Jersey, utilised a Presbyterian system of ecclesiastical discipline in order to supplement the judicial systems' attempts to suppress immorality within the colonies.

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The purpose of this survey is to evaluate the contribution that the Westminster Choir movement has made to choral music in the United States today. It is hoped after the contributions have been stated by the investigator that the important position Westminster Choir College is occupying will be better understood.

A Most Endangered list is a common programmatic tool used by historic preservation advocacy groups. These lists allow the organizations to focus their support on a small, representative selection of threatened historic resources. While these programs are widely accepted and implemented, there has been no formal investigation into their use or study of the subtle differences that make each program unique. This thesis analyzes statewide Most Endangered programs with the goal of determining if there are variables that can enhance the program’s effectiveness at accomplishing the organization’s goals. Organizations that wish to examine the usability or effectiveness of their Most Endangered programs do not have easy access to the information that is needed for an objective analysis. This is the current situation at Preservation Texas, Texas’ statewide preservation advocacy organization. The staff there is currently evaluating the organization’s Most Endangered program, making this document a timely and useful tool for their use. This thesis seeks to provide a base from which Preservation Texas, or any preservation advocacy organization, can begin to examine their own program’s operations. For this project I performed research on statewide Most Endangered programs at both macro and micro levels. An initial investigation of the web-presence of these programs enabled me to make broad determinations about their operations. I then selected five of these organizations for a closer study. Through interviews and additional research, it was possible for me to begin to compare and contrast the programs while analyzing their differences from an impartial perspective. Through this careful study, I developed a list of eight criteria that are indicative of an effective Most Endangered program. In the final chapter I use these eight criteria to analyze Most Endangered programs, specifically the one operated by Preservation Texas. By applying my research and observations, I am able to reach constructive conclusions about the operations and functions of Preservation Texas’ Most Endangered program. While this thesis was written for the benefit of a specific organization, the findings are applicable to any organization that has, or is thinking about starting, a Most Endangered list. / text

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