Thesis (D. Min.)--New Orleans Baptist Theological Seminary, 2003. / Includes abstract and vita. Includes bibliographical references (leaves 146-149).

The ~2 km-thick Late Triassic Sugarloaf Arkose is the basal unit of the half-graben Deerfield basin, Massachusetts. Valley-river, piedmont-river, and alluvial-fan depositional facies within the arkose are defined by paleocurrent data and style of sedimentation. The valley rivers flowed from northeast to southwest, and the facies is present from the bottom to the top of the formation. Piedmont rivers built a megafan eastward into the basin, beginning about in the middle of the arkose. The local alluvial fan built from east to west in the upper-third of the formation. The petrology of the medium sand and conglomerate was used to delineate the source areas for each facies. The medium sand in the valley rivers is mostly granite and granite gneiss fragments, coarsely-polycrystalline quartz grains, and twinned plagioclase. This assemblage is a mixture of granite from continental basement uplift, granite gneiss from a dissected magmatic arc, and phyllites and schist from a recycled collision orogen. The medium sand in the piedmont-river facies lacks granite fragments, and untwinned plagioclase is more abundant than twinned: the provenance is continental basement uplift and recycled collision orogen. The alluvial-fan provenance is similar to the valley rivers, combining recycled collision orogen and dissected magmatic arc. Unlike the valley rivers, granite gneiss and untwinned plagioclase in the alluvial fan are dominant over granite and twinned plagioclase. Quartz provenance in the three facies was granite, trending to granite gneiss in the piedmont-river and alluvial-fan facies. In all facies, plagioclase feldspar is more common than K-feldspar in the medium sand. The conglomerate pebbles, however, are dominated by K-feldspar, most likely due to erosion of pegmatites in the source terrane. Gray quartzite, white and translucent varieties of quartz, and pink granitoid pebbles are also common. The post-depositional diagenesis of the Sugarloaf Arkose affects provenance determination. Diagenetic events include: hematite grain coats, mechanical compaction, albitization of feldspars, albite and quartz overgrowths, authigenic hematite cement, carbonate cement, and illite replacement of feldspars. Within the dry-dominated monsoonal paleoclimate, each facies formed in response to tectonism. The initial appearance of each facies is used to determine the timing of tectonic events. The valley rivers flowed from the northeast in an early NNE-SSW-trending ‘sag’ basin, associated with minor normal faulting. The initial appearance of the east-flowing piedmont rivers about half way up the section implies an early, down to the west, basin-bounding normal fault, which formed perpendicular to N70E-S70E extension. This fault propagated, and, on reaching the northeast corner of the basin, the alluvial fan built to the west off the fault scarp. The Amherst block is a relay ramp between basin-bounding faults in the Deerfield and Hartford basins. Linkage of the two basin-bounding faults through the Amherst block created an integrated basin linking the Triassic strata in the early Hartford and Deerfield basins, and may have caused the unconformity present at the top of the arkose.

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Thesis. 1975. Ph.D.--Massachusetts Institute of Technology. Dept. of Urban Studies and Planning. / Bibliography: leaves 353-361. / Ph.D.

Embodied pedagogy is a way of facilitating lessons which use the body as a locos of learning. Through a practice of storytelling, reflection, and imagination, embodied pedagogy evokes enactment and a release of emotions. This qualitative narrative study created multimodal portraits of embodied educators in the Newark Board of Education using the lens of Native Science and Ubuntu as epistemological frameworks. Using portraiture methodology, the lives of embodied educators were documented and reported in multimodal ways. The study is divided into three phases representing Ubuntu’s ontotriadic structure. The African philosophy of Ubuntu (“I am because you are”) centers community and recognizes the harmonious flow of life through three stages of existence (living dead—ancestors, living, yet to be born) and sees life as continuous motion. The three primary participants mirrored these three phases. The living dead was an ancestor, a deceased educator, and a dancer. The living is a current Newark teacher, and the yet-to-be-born is a preservice teacher (to be licensed). Their portraits were supported by interviews with secondary participants (colleagues, administrators, former students, cooperating teachers, family, and friends). Data were collected through interviews and observations. Portraiture methodology combines art and science to blend empiricism and aestheticism; the audience responds by being pulled into the narrative to experience the story as it unfolds. The portraits in this study function as art by exploring the physical context of the setting and illuminating the relationship between the researcher and participants. Each portrait is a beautiful, evocative, deep, compelling story of what is good and shines light on those aspects rather than on what is wrong and trying to right those wrongs. To actualize a full embodied experience, data analysis, and reporting included letter writing, poetry, visual art, movement phrases, song composition, and spoken word. The findings revealed the power of these collective stories, revealed through six themes and lessons learned that inform urban teacher preparation programs. The narratives demonstrate the importance of supporting students in their journey of becoming and recognizing the humanity in teachers and students.

Thesis (Ph. D.)--Rutgers University, 2007. / "Graduate Program in Women's and Gender Studies." Includes bibliographical references (p. 235-247).

The United States has attempted to improve access to quality education for students. While the United States has seen access to higher quality of education as a solution to improving schools, this has not worked. The purpose of this paper is to analyze the methods created to improve access to quality education and their effectiveness. Methods that will be analyzed are acts passed by the United States and the charter school movement. In this paper I will look at the methods used in Germany and Colombia to help develop a new method of improving the quality of education in the United States through the use of nonprofit organizations. Nonprofit organizations have played a role in improving the education of Germany and Colombia. Nonprofit organizations could be a solution in improving the quality of education students receive through hands on experience, a standardized test, providing resources for students, and improving the quality of teaching in each school. The use of nonprofit organizations can help under-resourced districts improve, help create a test to accurately measure student success, and help districts understand how they can improve.