Thesis (Ph.D.)--Boston University. Bibliography: [p. 157]-161. / Although little remembered today, Ethel Barns was recognized in London between 1895 and 1928 as an accomplished violin virtuoso and composer, who performed her own and others' works in chamber music concerts and occasionally in orchestra concerts as violin soloist. Like many performers of her day, Barns wrote music which both she and those closely associated with her performed, in the tradition of such nineteenth-century virtuosi as Henryk Wieniawski and Henri Vieuxtemps. Many of her works, particularly for violin, deserve to be incorporated into present-day repertoires. In keeping with popular tastes of the time, Barns wrote more short pieces for violin and piano (53), short piano pieces (19), and songs (37) than she did large-scale works, which include 5 violin sonatas, 2 works for piano trio, 2 suites for violin and piano, a Fantaisie-Trio for Two Violins and Piano, and three works for violin and chamber orchestra. Of the more than 120 compositions attributable to Barns, 87 are extant. The 15 manuscripts which this study has brought to light and which are now located in the British Library, together with her 72 published works, are discussed in this dissertation. Many of Barns's violin works utilize virtuosic techniques such as double-stops (most notably sixths), ricochet, staccato, and arpeggiando figures, the melodic use of the G-string, and cadenza-like passages. Writing first in the High-Romantic harmonic style, with Brahmsian characteristics evident in her well-written, though conservative Sonata No. 2 in A major, Op. 9 (1904), Barns gradually incorporated Late-Romantic style characteristics such as extensive chromaticism and formal expansiveness, as well as Debussy-like traits such as parallel harmonic progressions, metric flexibility, and added-note harmonies in her mature compositions [e.g., the Sonata No. 4 in G minor, Op. 24 (1910) and the Fantaisie for Two Violins and Piano]. Chapter One of this dissertation gives Barns's life history, while the two chapters on her career are largely devoted to details of the Barns-Phillips Chamber Music Concerts (1895-1913), which featured Barns and her baritone husband, Charles Phillips. The last four chapters comprise a complete discussion of her works by genre and are followed by appendices, including excerpts from some of her major compositions, a list of works, and a discography.

Thesis (M.S.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1987 (Dental Public Health). / Includes bibliographical references (leaves 63-66). / The shortage of clinical patients utilizing the services provided at dental schooI clinics is a concern shared by many institutions. In an effort to help increase the patient pool at BostOn University Goldman School of Graduate Dentistry,　dental screening programs were begun in 1983, which focused at targeting　the college student population as prospective clinical patients. The following study was designed to evaluate the effectiveness of the screening programs,　conducted during the fall of 1986, in recruiting dental patients for the school and ascertain specific reasons which expediate or preclude college students from utilizing the dental services at Boston University.　The results of the study demonstrate the moderate success of the screening programs and indicate the need for continued efforts in improving the visibility and organization of the screening sessions at the college institutions participating in the Dental Screening Programs.

Thesis (M.Sc.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1985 (Dental Public Health). / Includes bibliographical references: (leaves 70-74). / The purpose of this study was to determine whether the changes currently evolving in the delivery of dental care are affecting the way in which dental assistants are being utilized and, if so, whether the training offered in accredited dental assisting programs is meeting the needs and demands of　the system. It was intended that the results of this study would be useful in determining future directions for dental assisting as a career, and in invoking changes in dental assisting education to improve satisfaction of both dentists and dental assistants. The research was conducted via survey questionnaires which were mailed to 300 randomly selected dentists in Grand Rapids, Michigan and Boston, Massachusetts.　The survey items focused on the dentists’ backgrounds and attitudes toward dental assistant utilization; numbers and credentials of dental assistants employed; and current utilization patterns of dental assistants. The results were summarized with descriptive statistics, frequencies and distributions, and analyzed using chi-square and tests of correlation. It appeared　that　changes in dental education and in modes of delivery of dental services had little effect on patterns of dental assistant utilization and, moreover, that the emphasis of the A.D.A. accreditation standards for dental assisting education programs was congruent with the demands of　the surveyed dental practitioners. It was further apparent that although dentists had positive attitudes　toward dental assistant utilization, they appeared to be unaware of the status of state regulations governing utilization of dental auxiliaries, and generally underutilize the skills of trained assistants. This paper addresses these and other issues of concern to dental assistants, dental assisting educators and dentists.　The results of　this study provide a foundation for many areas of future research.

This thesis explores the experiences of the health care system for East African refugees in Boston. I argue that refugee experiences lie on a spectrum ranging from inadequate to exceptional, and that by exploring what makes care both a negative and positive experience for refugees it may be possible to better serve the community. I conceptualize these experiences using the metaphor of a rope bridge: at the beginning, refugees are stuck in a formal structure that limits their movements and agency; throughout the middle, they are forced into a liminal space in which both their identity and experiences are made ambiguous; on the far end of the bridge; they have mitigated the deleterious effects of structural violence and liminality through practices involving selective acculturation, resilience, and self-verification. My participants reported being dissatisfied with the bureaucratic barriers to health care they encountered and with the power imbalances they felt when interacting with clinicians. They also spoke about the encounters they had with clinicians that made them feel listened to, cared for, and empowered. Much of the distinction between good and bad care relied on whether the patient felt like they were respected by their doctor, and whether they felt like they had a say in their own care and treatment. Due to the limited nature of this endeavor, further research is recommended on: 1) the role of memory in recovery; 2) liminality as it applies to the resettlement experience; 3) maintaining and bolstering the assets that allow refugees to mitigate the effects of structural violence; and 4) in what ways the health care system is working for refugees, and how those can be expanded upon.

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Geology, 1948. / MIT Science Library copy: lacking maps; in binder, 31 cm. / Accompanied by: Geologic maps of the Boston metropolitan area. [40] p. : col. maps ; 54 cm. Vita. / Includes bibliographical references. / by Kenneth Grenville Bell. / Ph.D.

Thesis (M.S.)--Massachusetts Institute of Technology, School of Industrial Management, 1963. / Includes bibliographical references. / by Andrew Fenton Kazdin. / M.S.

No description available.

Thesis (M.S.)--Boston University

No description available.

This single case study explores education of multilingual learners (MLs) from Hispanic backgrounds in an urban inner city school. Using a single case study to answer the research questions was ideal because it allowed the researcher to investigate the school through an objective lens (Gomm, Hammersley, Martyn, & Foster, 2000). The main purpose of the study is to investigate the systems in place in a public school that prevent those students to reach their potential. Several factors have influenced this enlarging academic and achievement gap. Even though, Hispanic community making-up to 16.7% of the entire U.S. population and being the largest and fastest-growing minority group, reported by the U.S. Bureau of Labor Statistics (2011). Educating Hispanic children continues being a challenge. (Liu, C.-Y. A., & Liu, W.-H, 2012). However, with a growing number of Hispanic students in the US schools, it is imperative to improve their education and minimize those barriers. Using a single case study, this qualitative research focused on a single school in Boston where students Hispanic MLs students represents more than 50% of the schools’ population. The researcher visited classrooms and interviewed teachers to collect qualitative data. This information was later coded in themes to find trends and patterns affecting education of MLs. The researcher found that despite existence of several positive systems in place in the classrooms, such as knowledgeable teachers delivering sounds lessons, and strong systems to address family engagement, other factors are preventing students’ success. In effect, the results concluded existence of several opportunities to improve MLs education including changing language programs models and adding resources to be intentional in addressing MLs linguistic and academic needs.