Pseudoscience is a collection of nonfiction essays analyzing the origins and methodologies or various pseudoscientific practices against the backdrop of events from the narrator's life that mirror those practices in some way. Pseudoscience is unverifiable. Pseudoscience is unverifiable. / by Mike Shier. / Thesis (M.F.A.)--Florida Atlantic University, 2012. / Includes bibliography. / Mode of access: World Wide Web. / System requirements: Adobe Reader.

Merging from the Distance offers a place to display the poems I have created during my tenure as a graduate student. The four sections found within represent different personal aesthetics. My thesis is also representational of a personal chronology, for it was my intention to demonstrate my efforts of contemporary poetry. Many of the poems seek to engage symbiosis by combining different languages, forms, and levels of diction. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2014. / FAU Electronic Theses and Dissertations Collection

The following is a collection of personal essays exploring identity during the transformative period of the author's early adult life. It also examines themes of home, inheritance, grief, and loss of faith. It has elements of both humor and drama highlighted through unusual forms and elements of voice. It is about growing up and going home, mixing old traditions with new ones, bringing new insights to old problems, and about having faith, but always on one's own terms. / Includes bibliography. / Thesis (M.S.)--Florida Atlantic University, 2015. / FAU Electronic Theses and Dissertations Collection

I was born in the district village of Cilimus, a little mountainous place in the residency of Cirebon. Between five and nine years old I suffered from dysentery, typhus and eye disease which could have made me die or go blind. Praise be to God I recovered under the loving care of my parents. At that time the uprising of the PKI broke out and soon after the Indonesian Nationalist Party (PNI) was set up by Ir. Sukarno. From 1928 till 1932 Indonesia suffered from the Great Depression which caused much unemployment and business became very bad. At first my education was not a great success since my parents were hesitant in choosing between sending me to a Chinese school or a Dutch school. When I was successful in finishing at Dutch Primary School with good examination records I went to Solo and Yogyakarta to attend Dutch teachers’ Training College and a Dutch Theological College. I had to leave school when the Japanese arrived. My family had to move to Kadugede, a remote village on the slope of Mount Ciremai, 45 km from the city of Cirebon. I could not continue my studies since all Dutch schools were closed. All the young people had to undergo military training or serve the Japanese Military by building airports and so on. I underwent Japanese Keibotai (Intelligence) military training in Linggajati, a mountainous village, 5 km from Cilimus. The Keibotai military training centre in Linggajati was headed by Mr. Watanabe who was a colonel and quite likely responsible to Colonel Kurija, chief of the Joohoobu (Intelligence Staff) of the 16th Army. Some other assistants to Watanabe were Akano, Fukuda and Tomita. The purpose of this training was to train the Chinese youth to become auxiliary Intelligence Staff. I had to flee to the military training dormitory when I was not permitted to go home in order to get engaged to my fiancée. When I came back to the military training I was punished by one week’s room arrest. One month after the arrest I heard that Japan had surrendered to the Allied Forces after suffering from atomic bombardments on Hiroshima and Nagasaki. I returned home on 15 August 1945. Two days later, 17 August 1945, Sukarno and Hatta proclaimed the independence of Indonesia. Native young people underwent military training to defend their country. The republic set up the people’s Security Body (BKR) which later become the People’s security Forces (TKR), the foundation of the current Indonesian Armed Forces. Somebody was slandering me and accused me of being a spy for the Japanese military. I had an interview with the council of the BKR of Kuningan which trusted me and set me free. On 10 March 1946 my fiancée and I celebrated our wedding party. When the Dutch occupied West Java I went to Batavia (Jakarta) to find a job and asked my parents, my wife and children to come over when I settled. In Jakarta I improved my knowledge and achieved several diplomas, and degrees in Languages and Business. For many years I worked as manager and managing director of several enterprises until I ran a transportation business where I had 50% share and was appointed Managing Director. The business was running smoothly until the abortive coup of the Indonesian Communist Party (PKI). After the Communist coup and the rupia devaluation there came a slump in my business. I got a job at the National University as lecturer in English and Dutch. I also had private students in English, Dutch and Indonesian which became a good teaching business. But since I wanted to obtain a foreign degree, my wife and I migrated in 1983 to Australia. In this thesis I address the issue of the role of the Chinese in late colonial Indonesia. In many ways my family was typical of the Chinese as businesspeople and entrepreneurs. My attitudes to colonialism changed from enthusiastic admiration for the Dutch in my youth to a more nationalistic approach and embrace of the Indonesian Republic as a young man. While, like most Chinese, I was no supporter of Japan’s war aims, I was obliged to serve in Japanese-sponsored organisations and my analysis of the Japanese occupation is not entirely negative. This autobiographical analysis charts these important (and representative) changes in my attitudes, as well as providing a personal perspective on a crucial period in Indonesia’s history from the point of view of a representative member of a significant minority. / Doctor of Philosophy (PhD)

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In 2004 as many as 25% of teachers in Sweden, Denmark, and England were willing to leave their profession immediately; in the United States much effort has been invested in studying why teachers leave the profession. In this paper, four teachers who left the profession were interviewed from within the life-story tradition. In the narratives, which were rendered in a poetic style during the analysis, colleagues were mentioned both positively and negatively. The theme of having colleagues, and especially trust or mistrust between colleagues, was thus explored. The existence or non-existence of lateral trust between teachers can be connected both to school development and to student learning outcomes.

With increasing teenage pregnancy rates among Blacks in the United States and the negative impact on families, it is important that practitioners and communities acknowledge the changes in society. According to the research, the influence of the media, entertainment industry and technology weigh heavily on the behavior and interactions of teens. Building on Erikson’s Theory of Identity Development, sexual scripts which are drawn from hip-hop culture are utilized as points of entrance and tools for reeducating Black adolescents and preventing teenage pregnancy. Finally, intervention and prevention strategies that educate teenage girls around sexual scripts and utilize personal narratives are essential to reducing teen pregnancy are presented. / text

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Thesis (M.A.)--Marquette University, 2009. / Ana Garner, Sumana Chattopadhyay, James Scotton, Advisors.

West African Journal: A Travel Account is a narrative of the author's trip in twelve West African countries. In the first chapter the author describes her previous travels and preparations for this trip and introduces her husband. She begins the second chapter with a discussion of the benefits and hardships of independent travel and describes the hotels, restaurants, forms of transportation, and difficulties with language. The remainder of Chapter II is a close account of the first sixteen days of travel. The narrative continues chronologically in Chapters III through VIII. Each chapter pertains to a distinct stage of the trip. In Chapter IX, the author reviews her personal accomplishments during the journey, relates her and her husband's reactions on their return to the U.S., and concludes with some evocative descriptions of West Africa.