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Mahler's Ninth Symphony, since its premier in 1912, has sparked much debate about its programmatic meaning. This thesis provides an in-depth analysis of the Adagio and an examination of the controversy of the farewell story. In the process of the analysis I have compared my findings to some of the important authors in Mahler's field such as Vera Micznik, Henry-Louis de La Grange, and Christopher Orlo Lewis. Some of the conclusions are that a closer investigation of the music is necessary and that the programmatic reading of the farewell story can be appropriate.

"Infrastructures work to move goods, people, energy and information around, establishing pathways and nodes that make connectivity possible" The potential for architects to discover the overlaps between the human, mechanical, and natural conditions of the city may allow the redevelopment of deficient infrastructure to simultaneously address other critical urban issues. What if the typical monofunctional infrastructure could be transformed into an urban experience that creates a new public landscape and enhances physical exchange? / 0 / SPK / specialcollections@tulane.edu

The problem of this study was to test the effects of teaching selected study skills and reading, writing, and listening skills as a specific course of study for ninth grade students. To study this problem, the performance of students enrolled in a study skills and reading, writing, and listening skills course was compared to that of a comparable group of ninth graders, electing the course but not permitted to take it, on the basis of performance as measured by mean gain on alternate forms of the Spitzer Study Skills Test and on the Sequential Test of Educational Progress--Reading-Writing-Listening.

Thesis advisor: Irwin Blumer / The transition from eighth grade to ninth grade is a critical time in a young person's educational career. Ninth grade programs and separate buildings for ninth graders have grown over the last ten years in an effort to meet their distinct needs. Research in this area reveals very little documentation of the teachers' voices on this subject. This researcher sought to add their perspective in identifying the salient features of effective ninth grade programs which make for a smooth transition to high school. More specifically, the researcher wanted to learn if teachers of only ninth graders believed that a separate facility eased the transition to high school. / Thesis (PhD) — Boston College, 2004. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Administration.

The transition to high school is a critical juncture of a student's educational career. The type of ninth grade transition program a high school has in place can be a deciding factor regarding whether students 'make it or break it' during their first year and, ultimately, have success throughout all of high school. Currently, resources are available about different aspects of the ninth grade transition, but nothing provides principals with a research-based and practitioner-endorsed comprehensive approach to designing and implementing a ninth grade transition program. A comprehensive approach starts with proper goals and objectives, includes essential specific components and ingredients needed in a ninth grade transition program, and requires data or measures to judge the effectiveness of the program. Therefore, a Delphi study was undertaken to answer the following research question: What should be the goals/objectives of a comprehensive ninth grade transition program (i.e., academic success alone or are there other things that also are important)? The secondary questions focused on the components or ingredients that are essential and how to evaluate the success of a ninth grade transition program. This Delphi study included three rounds during which data were gathered from a 20-member panel of experts that included both national leaders and education practitioners. The panel produced 21 consensus items on goals/objectives of a ninth grade transition program, 10 consensus items on essential components of a ninth grade transition program, and 15 consensus items on the data/measures to evaluate the success of a ninth grade transition program. Results indicated that transition programs need to address both academic and social/emotional needs of students. The data provided evidence that principals need to take great care in teacher quality, instructional practices, and a systematic approach to monitoring the performance of ninth grade students as well as ensuring students make a positive connection with an adult in the school. / Ed. D.

This study examined the effect of a freshmen transition program on student success. Success was measured by achievement in test scores and grades, retention, attendance, and discipline. This study also examined the differential effects of student outcomes by student characteristics to include, sex, race, previous middle school, economic status, disability status, and proficiency in English. There were no significant differences between participant and control groups in the bivariate analysis. There were limited findings when considering students characteristics. There were main effects on Earth Science and World Geography test scores when previous middle school was held as a constant, and there was a main effect on the Earth Science test when disability status was held as a constant. There were two interaction effects. One of these was a negative effect in which males in the participant group actually scored worse on the Algebra I SOL score than did males in the control group. The other interaction effect was that black students in the participant group had fewer disciplinary incidents than did black students in the control group.

Thesis (Ph. D.)--University of Texas at Austin, 2002. / Vita. Includes bibliographical references. Available also from UMI Company.

A city cannot exist without its geographic context. This is an irrefutable statement; a city is a singular place, founded upon its location relative to organic and constructed resources. New Orleans is no exception to this rule, yet the chasm between the modern city and its geographic framework has consistently proved to be detrimental to its progress. The ecological conditions that exist are unique to the region yet are often in direct opposition with the trajectory of urban development. This dichotomy can be catastrophic when faced with a disaster such as Hurricane Katrina, which devastated neighborhoods across the greater New Orleans area, the Lower Ninth Ward in particular. Due to its low elevation and close proximity to the vulnerable Industrial Canal, the storm surge completely inundated the neighborhood and left its recovery up to outside sources. Ironically, a natural historic buffer exists adjacent to this neighborhood: the Bayou Bienvenue Wetland Triangle. Years of sediment diversion and salt water filtration have left the formerly fresh water swamp a brackish marsh, weakening its role in the surrounding ecosystem and diminishing its capacity to protect the Lower Ninth Ward. Focusing on the parallel relationship between the degradation of Bayou Bienvenue and the slow road to recovery of the Lower Ninth Ward, this thesis aims to explore the historical implications of this connection, while proposing that the future of both these integral pieces of New Orleans can only be achieved through a relationship of reciprocity. By linking the process of wetland reforestation with a dynamic, intrinsic approach to community involvement, a platform emerges that allows for both to not only stabilize but thrive. / 0 / SPK / specialcollections@tulane.edu

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