This thesis analyzes elocutionary theory and practice on a national, literary, and individual level, placing emphasis on the ways in which the eighteenth century treatises of elocutionist Thomas Sheridan address, and ultimately promote, speaking as both a public (or performative) and private (or authentic) act. Moreover, the thesis extends a consideration of the impact of elocutionary theory on various historical moments throughout the eighteenth, nineteenth, twentieth and twenty-first centuries, respectively. Beginning with the works of elocutionist Thomas Sheridan and concluding with an analysis of recent pedagogical theories and narratives within the field of composition studies, this thesis also defines the impact of Sheridan's theories on the construction of Irish national identity. It presents nineteenth and twentieth-century Irish theatre as a compelling case study in order to argue that performance?a key theoretical concept in elocutionary theory?remains essential to the study and investigation of voice in the contemporary English classroom. Focusing on the dramatic works of Oscar Wilde, George Bernard Shaw and Brian Friel, this thesis contends that Irish drama, in addition to presenting a forceful illustration of the ways in which Sheridan's elocutionary theories have been adapted and challenged on the national and civic level, provides current scholars access to recent dramatic representations of authenticity and voice as well as the virtues/pitfalls of performativity. Wilde, Shaw and Friel specifically present linguistic performance as a process of negotiation and exchange, using the stage to reflect and construct Irish national and civic identity. Each playwright offers a lens through which to reevaluate ongoing debates over language acquisition, particularly as such debates arise within the context of composition studies. Through a careful examination of elocutionary theory and its various influences across a variety of historical moments, this study encourages contemporary composition scholars and pedagogues to reconsider the role of authenticity and performance within the writing classroom, prompting students and teachers to explore writing as an expression of both the public and private self. In doing so, this thesis argues that scholars and teachers will become better equipped to address discussions of voice, authenticity and performance in their writing classrooms.

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This study represents a creative project approach to the dissertation requirement of the Doctor of Arts degree with primary emphasis in the field of music performance. The project itself, a recital in Alice Tully Hall, Lincoln Center, New York, took place on November 18, 1974. The program consisted of music for alto saxophone and piano, saxophone in the context of chamber music and unaccompanied saxophone.Preparation for the recital was concentrated on the building of a successful program of serious original compositions for saxophone and on preparing those works as thoroughly as possible. The taped performance of the November 18 concert, the program and its critical comment accompany the paper.The paper is in support of that recital. It focuses on the music performed and its composers, the pedagogical implications of the recital and its preparation, and recommendations based on the experiences of the writer.The basis for the discussion of the recital's music depends upon correspondence, work-sessions and upon conversations between the writer and the composers. Composers' statements about their music, and to some extent about the instrument, make up the body of the Appendix. The study grew out of the composers' statements, and the format was suggested by the program itself.The pedagogical implications of this project have not been limited to considerations of the creative project itself. This discussion drew upon the writer's experiences as an intern with Dr. Cecil Leeson and upon the study of interpretation and its long-term procedures.The relatively short history of the saxophone, the lack of a literature about it, the fact that all of the composers whose music is discussed are still alive and the study's scope basing the discussion on the composers' statements--all of these have set limits on the writer's sources. However, the intent of this study was to base the investigation on primary sources still available.

The purpose of this study was to identify barriers to participation in the Active 6 After-School Physical Activity (A6) program in Missoula, MT. Barriers were explored by identifying factors that influence participation in after-school programs. Those barriers identified in the literature were compared with current needs and existing resources of the target population. To evaluate the barriers to the A6 program, primary qualitative data was collected from two sets of three focus groups; one high socio-economic status (SES) and one low. The results of this assessment identified barriers to participation in the A6 program from both parents/guardians and kids. Barriers to participation among parents included a general lack of information about the program, a desire to include educational components about nutrition and social emotional health, and safety/supervision concerns. The kids identified barriers including a desire to have more new and interesting activities, and time conflicts with prior engagements. The high SES parents identified a general lack of information and other engagements as barriers while the low SES parents identified a desire to have educational components included in the program, as well as a lack of information about the program, and a lack of parent and sibling involvement/inclusion. In addition to barriers to participation in the A6 program, the participants also identified components of the program that they liked. The parent/guardian groups identified improvements including social and emotional benefits. This was true for both the high SES and the low SES groups. The kids mentioned positive aspects including enjoyment of the competitive sports as well as the non-competitive activities such as climbing and swimming. The data also pointed to an overarching barrier that was more inductive than deductive. That barrier was a general ambiguity to the program. When the parents were speaking to many of the barriers, it was apparent to the researchers that they were confused, misinformed, and generally left out. The Socio-Ecological model was used as a guide to identify specific recommendations for each of the five levels identified in the model. The findings from this study will be used by the Missoula, MT YMCA to help enhance and grow the A6 program.

The purpose of this study was to better understand U.S. intercollegiate tennis coaches perceptions of professional development and the factors that influence their participation in such endeavors. Based on discussions in the literature, a survey was created to quantify this populations attitudes toward various components of continuing education. The survey included several closed-ended questions as well as rating questions, on a 5-point Likert scale. 181 participants (Male= 136, Female= 45) responded to the survey, representing 93 intercollegiate tennis conferences in the United States. The major findings of this study were: (i) the majority of intercollegiate tennis coaches perceive continuing education to be important but vary in how frequently they participate in different outlets; (ii) increasing knowledge, relevance of the topics, and the convenience/location of the venue appear to be the most important considerations for pursuing professional development; (iii) on-court trainings, mentoring, and question-and-answer sessions were the most preferred delivery methods of continuing education; (iv) coaches with more background (i.e. certified) in formal coach education settings were more favorable to these programs; and (v) significant differences existed between sub-groups which provides evidence for contextually different coaching education programs. Ultimately, the results of this study and subsequent research could form the basis for quality coach education programs that are viewed as essential to the development of intercollegiate coaches.

According to the National Organization for Women (NOW), 232,960 American women were raped or sexually assaulted in 2006, equating to more than 600 women daily (2012). American women furthermore experience about 4.8 million intimate partner-related physical assaults and rapes each year (NOW, 2012). Violence toward women is also evident on American college and university campuses. The U.S. National Institute of Justice (NIJ), for example, states that 35 of every 1,000 female students are victims of rapeeither completed or attemptedin a given nine-month academic year (National Institute of Justice, 2005). With more than 600 women being raped daily, the pervasiveness of partner-related offenses, and the frequency of sexual violence occurring on American college campuses, the time is past due for American society to seriously confront, at all levels of discourse and implementation, the emotional, social, and spiritual devastation of sexual assault. This project aims to address American sexual assault and offers a potential solution. It is an extensive literature review regarding the prevalence of sexual assault, its different types, and its influential cultural factors in the United States. In addition, this review explores available preventative strategies and investigates, specifically, the current status of womens self-defense programs en route to promoting womens self-defense as a viable approach to minimizing Americas sexual assault culture.

The purpose of this study was to gather information about how Hepatitis C (HCV) affects Montanans. Montana specific information was collected about HCV transmission; factors influencing transmission; physical, social and psychological effects of having HCV and undergoing treatment; barriers to prevention and treatment; current available resources to those infected with HCV and ways to improve prevention and treatment. Secondary data consisted of a comprehensive literature review to describe the above factors and epidemiological information. Primary data was collected through key informant interviews and summary reports completed by people living with HCV. The findings suggest that HCV is primarily transmitted through the use of contaminated needles to inject drugs in Montana; Montana Law prohibits needle exchange programs. Although the literature and key informants confirmed that poverty is an environmental factor that contributes to the spread of HCV, HCV positive participants did not concur; therefore, the relationship between poverty and the spread of HCV remains undefined. Other environmental factors that were found to significantly contribute to the spread of HCV in Montana are the lack of access to clean needles, lack of public education and awareness and the prison and jail systems. The physical, social and psychological effects of not only having HCV, but being treated for HCV, were found to be tremendous. Treatment costs, lack of knowledge, difficulty of treatment, lack of access to treatment, the slow progression of the infection, having to be clean and sober before starting treatment and the stigma and lack of knowledge among physicians were all found to be large barriers to seeking treatment. Barriers to prevention included the lack of education and funding, stigma, and having few prevention options. Increasing media, awareness, and education were highlighted as the best ways to improve prevention. In order to improve treatment, it is necessary to not only decrease the cost, but also make it more available throughout the state of Montana. The findings from this study will be used by the Montana Department of Public Health and Human Services to increase awareness of how HCV impacts Montana residents.

The afterschool environment has arisen as one of the main settings for physical activity programs that aim to prevent childhood obesity and increase physical activity (Beets et al., 2009). The YMCA Active 6 program in was created in 2010 in reaction to the obesity and physical activity trends in Montanas youth. The program aims to increase physical activity in sixth grade participants and to educate them on different components that contribute to a healthy lifestyle. The purpose of the study was to assess the Active 6 programs impact on sixth grade students in Missoula, MT. by increasing physical activity, decreasing sedentary behavior, increasing perceived self-efficacy, and improving health perceptions and knowledge. The study also determined if there was a relationship between rate of participation and program impact. In addition, the study assessed the program impact between specific groups, gender (male, female) and SES (low, high). The study also aimed to understand the parents perceptions of the program. Matching pre-and post- surveys were given to all participating sixth graders. Qualitative data was collected from conducting phone interviews with parents of sixth graders who were registered but not participating in the program, and parents of students who regularly participate in the program. Results showed that sixth grade participants had a significant increase in health perceptions and knowledge, daily minutes of physical activity, and physical activity self-efficacy from pre-to post assessment. In addition, the results showed that the program did not have a significant impact on gender (male, female) nor socioeconomic status (low, high). The study revealed that participation rate was not a significant predictor of program impact. The qualitative interview data results revealed that transportation was the biggest barrier to participation in the Active 6 program. The parents of students who were registered but not participating communicated an adequate understanding of the program. Parents of students who regularly participated felt the program impacted their child by increasing their activity level, improving their mood, and teaching them new skills. The findings from this study will be used by the Missoula, YMCA to develop, improve, & refine the Active 6 program strategies.

I use a unique dataset of 1,808 mutual fund manager replacements to study the determinants and the subsequent impact of the choice between hiring the successor from within (internal hire) and outside (external hire) the fund family. I find that fund families prefer to replace their top performers with internal hires and bottom performers with external hires. External hires demonstrate superior ability to turn around bottom performing funds, but exhibit inferior ability to maintain the record of top performing funds. I find no cross-sectional difference in post-replacement performance between internal and external successors, indicating fund families, in general, make their replacement decisions optimally. I do, however, find that funds that deviate from the optimal decision have subsequent sub-par performance. Overall, the evidence suggests that portfolio managers play a pivotal role in determining mutual fund performance.

In the current dissertation, the relationship between police officer selection procedures and officer performance during the first year of employment was investigated within a metropolitan law enforcement agency. Ninety-two officers were followed during their first year of employment including the hiring process, academy and field training, and yearly evaluations. Data on education, aptitude, physical agility, personality, academy performance, supervisor ratings, and terminations were collected. The results reveal that the psychologists' recommendations predict whether or not an individual will leave the department before the completion of their first year as an officer. In addition, the aptitude test administered by the municipal human resources department accounted for the most variance in academy scores. Weak predictions were demonstrated for field training ratings and yearly evaluations. / Thesis (Ph.D.)--Wichita State University, College of College of Liberal Arts and Sciences, Dept. of Psychology. / "December 2006." / Includes bibliographic references (leaves 72-77)