Between 1900 and 1925 a score of young Southern historians graduated from Columbia University and quickly became the leading authorities on the subject of the Civil War and Reconstruction. Students of the eminent historian William A. Dunning, they included such influential authors as U. B. Phillips, Walter Lynwood Fleming, Charles W. Ramsdell, James W. Garner, and Joseph G. deRoulhac Hamilton. Producing over one-hundred works on the post-Civil War era, these Dunning students depicted Reconstruction as a time of horror for the South. A vindictive group of Northern Republicans, they argued, forced through Congress a series of Reconstruction acts designed to allow the inferior black man, only a few years out of "barbarism," the right to vote and to hold political office. Horrified by the presence of freedmen in politics, Dunning and his students insisted that the newly enfranchised Negroes, along with Northern carpetbaggers and Southern scalawags, began a decade of misrule through the former Confederate states by imposing exorbitant taxes on the landowning class and by squandering state treasures for selfish and criminal purposes. White Southerners became prosperous again, they concluded, only after political power returned securely to white hands. While the antipathy that these authors felt for American Negroes appeared frequently in their works, the major flaw in the writings of Dunning and his students lay not with their racial bias, but with their use of disreputable scholarship to justify that bias. Using history as a discipline to defend the status quo in 1900, members of the Dunning school distorted and fabricated factual information in order to exonerate the existence of segregation and disfranchisement during their lifetime. The historical scholarship of these authors, therefore, illustrates the enormous power historians exercise when justifying the contemporary beliefs of their era, but more importantly, it serves as a classic example of the problems inherent in presentist historical writing.

This study investigated the conflict management styles of chief student affairs officers in 4-year public institutions of higher education in the Southern Association of Colleges and Schools. The data for the study were collected using Hall's Conflict Management Survey. The sample for the study consisted of 25 chief student affairs officers. The purpose of the study was to identify the conflict management style preferences of chief student affairs officers. The other variables studied to ascertain if they had an impact on the style preferences were age, gender, number of years of experience as a chief student affairs officer, ethnicity, and the size (enrollment) of their employing institution. The study found statistically significant associations (p<.05) between ethnicity and conflict management style, specifically the synergistic and win-lose styles, and between the synergistic style and age. The association between ethnicity and conflict management style could be attributed to the fact that the Caucasian group of chief student affairs officers comprised 66.7 % of the synergistic styles and 100 % of the win-lose styles. The association between the synergistic style and age could be due to the fact that the majority of the chief student affairs officers had a synergistic style, and of that group, 66.7 % were in the 50-59 age range. No statistically significant associations were found for correlations between conflict management style and gender; conflict management styles and number of years of experience as a chief student affairs officer; or conflict management styles and size (enrollment) of their employing institutions. The lack of significance shows that there are no associations between the conflict management styles of chief student affairs officers stratified according to gender, number of years of experience, and size (enrollment) of their employing institutions.

This creative thesis is comprised of five original short stories and a critical preface. The preface discusses the changing cultural, sociopolitical, and socioeconomic landscape of the modern American South and the effects-positive, negative, and neutral-these changes have had on the region's contemporary literature, including the short stories contained within.

The Myth of the Old South, like all myths, contains some elements of truth, but like all myths, it contains some things that are not true. Faulkner has used those parts of the Myth that are true, but he has repudiated and in many cases destroyed those parts of the Myth which he has found to be the product of imagination rather than history.

This study deals almost exclusively with Green's folk plays, and identifies three major contrasts in his portrayal of the South: (1) wealth versus poverty, (2) culture versus barbarism, and (3) white versus black.

The purpose of this study is to give the common words, together with a collection of old expressions or terms, of the oldest residents of Ellis County and to trace their usage to the states in the Old South. The importance of recording these old words and terms is to preserve the oldest forms of the community for those who are interested in the growth and development of local speech and, also, to trace the history of these words.

This paper demonstrates the overall success of bringing non-traditional audiences to a New Orleans Museum of Art (NOMA) exhibition, "Passionate Visions of the American South: Self-Taught Artists from 1940 to the Present." It also highlights the success of some of its public programs. However, the process of attracting these audiences to the museum falls short in its attempts at developing long-term relationships with NOMA. The first chapter provides historical background on NOMA and offers an overview of the "Passionate Visions" project. Chapter Two describes, in relative detail, the project's community outreach component and implementation of its public programs. It closes with an analysis of short range and long term impacts. The final chapter further analyzes the project experience, inclusive of the management style of the project director, issues surrounding conflict of interest and ethics, and the degree of NOMA's commitment, or lack thereof, to long-term non-traditional audience inclusiveness.

This dissertation examined to what degree traditional students were impacted by the institutional core values at a Southern Baptist college. The subjects of mission statements, core values, and college impact were defined. Special attention was given to the eight institutional core values being examined in this study. The current study was conducted at Georgetown College. Located within the eleven state region that is encompassed by the Commission on Colleges of the Southern Association of Colleges and Schools accrediting agency, Georgetown College is a member of the Association of Southern Baptist Colleges and Schools. The goal of Georgetown College, broadly defined, is to provide a quality educational program within the context of a values-based Christian atmosphere. The sample of the current study included all the traditional freshmen, sophomores, juniors, and seniors at Georgetown College at the beginning of the fall semester of 2003. Data gathering consisted of two concurrent lines of inquiry: similarities and differences in students' agreement with the institutional core values. These lines of inquiry were analyzed according to four specific areas of interest including students' class year, gender, ethnic background, and religious affiliation. A value statement index was created for use in this study. The core values of community and integrity were rated by the students as the most important values in the study. The Christian core values showed a general increase among almost all of the students from the freshmen to the senior year. The core values concerning diversity and cultural enrichment programs were rated as the least important values in the study. The presence of a Christian community was determined to be the key ingredient for Southern Baptist colleges to impact positively the value systems of their traditional students. / This item is only available to students and faculty of the Southern Baptist Theological Seminary. If you are not associated with SBTS, this dissertation may be purchased from <a href="http://disexpress.umi.com/dxweb">http://disexpress.umi.com/dxweb</a> or downloaded through ProQuest's Dissertation and Theses database if your institution subscribes to that service.

Community cookbooks operate through a rhetoric of place as ways of thinking about belonging and influencing communal identities. They reveal much about a community, including the sharing of memories and tradition, geographical identification, and representation of socio-cultural hierarchies and habits. For that reason, this paper advances the claim that the discourse and visuality in community cookbooks, specifically the cookbooks 200 Years of Charleston Cooking, Charleston Receipts, and Charleston Receipts Repeats published during the height of a renaissance in Southern literature, influenced the identity of “Southerness” which, taken in conjunction with place, space, and time has resulted in a unification of the changing American South. Using Carolyn Miller’s notions of genre criticism on the basis of genres as social movements, community cookbooks qualify for the genre label of domestic literature in terms of content and rhetorical influence. To prove my claim, the use of images, recipes, and folklore within the pages are analyzed with five a posteriori themes that discuss relations between a sense of place and its foodways. / Includes bibliography. / Thesis (M.A.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

Much of Tennessee Williams' work features mentally ill characters; his devotion to and interest in the subject has led to the composition of many plays that highlight the humanity of the insane, rather that caricaturize them with the usual stereotypes. In Suddenly Last Summer, Williams challenges the social stigmas most "normal" people attach to madness. Throughout the course of the action, the lines dividing sane and insane, normate and non-normate, gradually blur disrupting the audience's social equilibrium. By undermining presumed viewer prejudices toward the mentally ill, Williams creates the opportunity for redrawing the social boundaries of exclusion and inclusion. / by Kathleen Rush. / Thesis (M.A.)--Florida Atlantic University, 2009. / Includes bibliography. / Electronic reproduction. Boca Raton, Fla., 2009. Mode of access: World Wide Web.