Thesis (Ph. D.)--Columbia University, 1931. / Vita. Published also as Teachers college, Columbia university. Contributions to education, no. 490. Bibliography: p. 58.

Thesis (M.S.)--University of Wisconsin--Madison, 1966. / eContent provider-neutral record in process. Description based on print version record. Bibliography: l. 42-44.

It has become commonplace for interpreters to refer to Hebrews as a 'mysteiy,' or an 'enigma.' Indeed, many questions have remained unresolved. The aim of this thesis is to provide fresh answers to several questions by employing that branch of social psychology known as social identity theory. Who were the addressees? Relating the text to social identity theory, I conclude that the addressees categorised the world into two groups, 'us' and 'them.' They understood their group, 'us,' to be the 'faithful.' Similarly, they understood 'them' (a symbolic outgroup of 'all others'), to be the 'unfaithful.' How did the addressees understand the faithfulness of Jesus? Why did the author compare Jesus with Moses, Melchizedek, and others? Relating Hebrews to the theories of 'prototypicality' and 'shared life story,' I argue that the author described the faithfulness of Jesus as 'prototypical,' and that he portrayed all others in relation to Jesus. In addition, he integrated both Jesus and the addressees into an ongoing story of faithfulness. What is the meaning of the promised 'rest?' Utilising a model of 'present temporal orientation,' I conclude that the author described the 'antecedent' faithfulness of many 'witnesses' and the 'forthcoming' promised rest of the addressees. He also encouraged them to use 'foresight,' to 'consider their future, by looking to the past.' Finally, what was the purpose of the text? Social identity theorists explain that groups with a negative social identity have two broad options: 'social mobility' and 'social change.' I argue that the author provided internal constraints which were meant to prevent 'social mobility,' and utilised 'social creativity' (an aspect of 'social change') to provide a positive social identity for the addressees.

This research examines the educational history of Blacks under apartheid, the educational philosophies of different strands of the anti-apartheid movement, and the nature of education reforms in a post-apartheid South Africa. The research analyzes the implications of these reforms for a specific group of marginalized South Africans, former student militants, that is, Black African youths who participated in the anti-apartheid struggle between 1970 to 1992. It is deeply tragic that a majority of this population do not benefit from the educational and economic policies of the new South Africa, and remain poor and unemployed. Based on interviews, surveys and focused group discussions with former student militants in the Northern Province of Limpopo and Mpumalanga, this research examines the gap between the educational vision of the anti-apartheid movement and the nature of the present reforms. My research shows that although based on principles of racial equality, the impact of the reforms can only be understood in the broader context of neoliberal economic reform. The research highlights the contradictions immanent in constructing a deracialized, egalitarian education system that can benefit the Black majority at the same time as the state prioritizes economic growth and competitiveness to succeed in a global economy. The research questions whether the goal of ‘education for liberation’ can truly be attained and the historical oppressions and inequities of the apartheid regime eradicated by education reform that is based on liberal ideals of a nonracialized equal society.

Thesis (Ph. D.)--University of North Texas, Dec., 2007. / Title from title page display. Includes bibliographical references.

Thesis (D. Min.)--Western Conservative Baptist Seminary, 1995. / Includes bibliographical references (leaves 123-127).

Thesis (D. Min.)--Dallas Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 153-162).

Thesis (D. Min.)--Dallas Theological Seminary, 2005. / Includes abstract. Includes bibliographical references (leaves 153-162).

Minimal research focuses on females with Asperger Syndrome (AS). Without understanding the experiences of this population, the knowledge and understanding necessary for the development of appropriate diagnosis and supports is unavailable. The purpose of this phenomenological study was to gain insights into the challenges faced by females with AS by describing the central phenomena of their lived experiences from a critical feminist theoretical framework. Four participants were included in the study that explored their lived experiences pertaining to academic, home, personal, and social experiences including their recollections pertaining to these social contexts during elementary, middle, and high school. Data was collected through semi-structured, in-depth interviews, observations, and artifacts. Data were examined for significant statements that aligned to the research focus, and these were then coded into four significant thematic units to inform textual description and synthesis of shared experience. Four significant units emerged including victimization, anxiety, social issues, and age-appropriate interests. The essential conclusion was that female adolescents with AS share common interests, though qualitatively different, with neurotypical peers while continuing to battle internal and external circumstances. Analysis of nonconforming information pointed to the utility of other theoretical models in understanding the AS experience of young females. This research contributes to positive social change by providing a voice to females with AS, lessening their invisibility as a minority within a minority. Contributing such knowledge of the lived experiences of female adolescents with AS can lead to the development of better diagnostic criteria and appropriate supports.

Continued improvement of the training and preparation of Federal Bureau of Investigation (FBI) special agents is critical to the organization's ability to protect the national security of the United States. Too little attention has been paid to the factors that improve new agent trainees' (NATs) ability to learn and succeed in their training programs. Based on the theories of reflective thinking and emotional intelligence, this nonexperimental, correlational study explored predictors of NATs' (N = 183) performance in problem-based exercises as part of the 20-week training program. Self-report instruments measured levels of critical reflection (CR), emotional intelligence (EQ), and perceived ability (PA). An established performance measure collected instructor-observed performance (OP) scores. Regression analysis tested the relationships of CR and EQ with OP but yielded no statistical significance. Due to concerns about the measure of OP, a second analysis revealed significance with PA scores for EQ (b = .193, p = <.001) only. Preparing effective special agents to respond to the challenges of a volatile global environment is a priority of the FBI and contributes to positive social change, as its mission is to ensure the safety and security of the United States. The main conclusion from the study was that a better measure of performance is needed to study the impact of CR and EQ on trainees. When measured more effectively, characteristics of trainees may be relevant to improving performance.