The current study sought to examine the factors that influence the decisions of lll Appalachian high school students regarding college attendance. Using Bronfenbrenner' s ecological systems theory of human development (1986) as a theoretical basis, direct and indirect influences of environmental factors upon the academic aspirations of Appalachian youth were examined using survey methodology. Results indicated that predictors of college attendance for Appalachian students are not significantly different from those of students elsewhere. Variables reflective of individual academic preparation were most salient in predicting college aspirations for both males and females. Other important predictors included parent education, parent occupation, and socioeconomic status. Several analyses suggested that family and peer influences may be more salient for male students than female students. Implications of the results for educators and clinicians working with Appalachian youth were discussed.

Thesis (M.S.)--University of Tennessee, Knoxville, 2009. / Title from title page screen (viewed on Mar. 8, 2009). Thesis advisor: Daniel Feller. Vita. Includes bibliographical references.

Thesis (M.A.)--West Virginia University, 2001. / Title from document title page. Document formatted into pages; contains iv, 61 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 45-50).

Thesis (Ph. D.)--Ohio State University, 2003. / Title from first page of PDF file. Document formatted into pages; contains x, 113 p. Includes abstract and vita. Advisor: Patricia Reagan, Dept. of Economics. Includes bibliographical references (p. 105-108).

Bedrock mapping, structural analysis, and geochronology reveal the distribution of lithologies and timing of metamorphism and deformation in the western half of the Petersham 7.5’ quadrangle, western Massachusetts. Underlying lithologies are: (from west to east) the Ordovician Monson granitic orthogneiss, Silurian Rangeley migmatitic paragneiss, and Late Devonian (357 Ma) Hardwick tonalitic orthogneiss. Their tightly folded contacts strike north to south. The 361 Ma, unfoliated, strike-parallel Nichewaug quartz-diorite (10-100 m wide) intrusion spans the map area within the Rangeley. Evidence for vertical and lateral extrusion/escape of the Monson orthogneiss, as observed in the Palmer MA area, is absent. Instead, petrofabrics (foliations and lineations) indicate E-W shortening and N-S stretching concentrated within the Rangeley Fm. and orthogneiss margins. Asymmetric structures at the Rangeley-Hardwick contact indicate localized sinistral displacement parallel to unit boundaries and tectonic fabrics. U-Th-Pb chemical age dating of Rangeley monazite revealed three precise age populations (1 = 344 Ma; 3 = 377 Ma; 4 = 405 Ma) and one broad population divided into two subpopulations: 2b (~370 Ma) and 2a (~ 360 Ma). The similarity in age between tonalitic/dioritic magmatism and monazite growth in the Rangeley suggests regional metamorphism was driven by magmatic heat input from latest Devonian/earliest Carboniferous plutonism.

No description available.

This dissertation demonstrates how poetry about Appalachia expanded American considerations of democracy, ethnicity, and cultural values. I argue that poetry is profoundly communal in its construction and investigate how the value of poetry changes based upon its transfer through varying networks of production, circulation, and reception. Informed by theories of cultural capital and rhetoric, the chapters trace three books of poetry from their composition and publication to their reception and influence, noting how central political and social institutions and individuals shaped that process. The dissertation establishes how the poets crafted their writing to sway specific interpretive communities attitudes on pluralism. In Hounds on the Mountain (Viking, 1937), James Still sang about the erosion of the quiet earth for the liberal, middleclass readers of The Atlantic. In U. S. 1 (CoviciFriede, 1938), Muriel Rukeyser wrote about the deaths of migrant and African-American miners, the Spanish Civil War, and the threat of fascism for popular-front readers of The New Republic, Poetry, and the New Masses. In Clods of Southern Earth (Boni and Gaer, 1946), Don West catalyzed resistance in an interracial readership of southern (and mountain) sharecroppers and factory workers. In each case, the complex interrelations between history, authors, and readers show their mutually transformative effects on pluralism. Within American pluralism from1900 to 1948, my work reveals the vital relations between established ethnicitiesAfrican-American, Jewish, Anglo, American Indian, and Southernand Appalachia. My account follows the concrete connections of pluralism from Plessy vs. Fergusons judicial theory of racial purity, through a cultural pluralism based on national origins during WWI, to the Harlem Renaissance, and ends with an examination of regional pluralism in the 1930s. Appalachia was then often understood as preserving remnants of a premodern America, and the authors about whom I write used it to authenticate the values of community, which they felt to be endangered by the threats of modern dissociation, industrial exploitation, and fascist culture. Through close readings of poems in the three books, I establish Appalachias role in the discourse of modern American pluralismthe poetics of region and race.

There is no abstract available for this thesis.

The purpose of the study was to present the differences between the opinions of prospective teachers and experienced, certified teachers concerning the relationship of the cognitive and affective dimensions to teacher evaluation. Comparisons were made with the total prospective-teacher responses and total established-teacher responses; elementary prospectiveteacher responses and elementary established-teacher responses; secondary prospective-teacher responses and secondary established-teacher responses; male prospective-teacher responses and male established-teacher responses; female prospective-teacher responses and female established-teacher responses; total male responses and total female responses; total prospective-teacher responses and responses of established teachers with three to nine years of experience; total prospective-teacher responses and responses of established teachers with ten or more years of experience.The study was limited to the prospective teachers enrolled in student teaching during the spring quarter, 1971, at Ball State University, Muncie, Indiana. It was further limitedin that only those experienced and certified educators teaching in schools which held membership in the Upper Wabash Valley School Study Council in Indiana were utilized.The population for the study was composed of 187 randomly-selected elementary and secondary student teachers from Ball State University and 200 randomly-selected elementary and secondary established teachers teaching in schools within the Upper Wabash Valley School Study Council.The instrument for the study was developed, based upon the review of literature, the opinions of selected established teachers, as well as the judgments from faculty in the Teachers College, Ball State University. An opinionnaire-questionnaire composed of predominantly cognitive and affective statements was then constructed.Sixteen null hypotheses were developed. Two-by-two contingency tables were constructed to enumerate the "yes"-"no" responses of the two groups to the affective and cognitive statements. Chi square was then applied to test the degree of significance between the responses of the prospective-teacher group and the established-teacher group.The results of the study can be generalized in that similarities do exist between prospective teachers and established teachers in their responses to predominantly cognitive teacher evaluation statements. Again generalized, the similarities do not exist between prospective teachers and established teachers in their responses to predominantly affective teacher evaluation statements.

Thesis (Ph.D.)--Ohio University, March, 2008. / Title from PDF t.p. Includes bibliographical references.