The process of filmmaking starts with an idea and is brought forth to reality through a collaborative effort. This paper will include the process of producing a film through each step from the conception to completion of my thesis film “Red Bean Monday.” I will thoroughly discuss the writing, producing, cinematography, directing, editing, sound, technology, and workflow. I will also discuss things I have learned as a filmmaker through the successes and failures that I determined based on surveys from audience participation.

Typescript (photocopy). / Digitized by Kansas Correctional Industries

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This thesis examines three works: Margaret Atwood's The Robber Bride and Alias Grace, and Angela Carter's Nights at the Circus. All three novels feature female characters that contain elements or myth fragments of mermaids and sirens. The thesis asserts that the images of the mermaid and siren have undergone a gradual process of change, from literal mythical figures, to metaphorical images, and then to figures or myth fragments that reference the original mythical figures. The persistence of these female half-human images points to an underlying rationale that is independent of historical and cultural factors. Using feminist psychoanalytic theoretical frameworks, the thesis identifies the existence of the siren/mermaid myth fragments that are used as a means to construct the category of the 'bad' woman. It then identifies the function that these references serve in the narrative and in the broader context of both Victorian and contemporary societies. The thesis postulates the origin of the mermaid and siren myths as stemming from the ambivalent relationship that the male infant forms with the mother as he develops an identity as an individual. Finally, the thesis discusses the manner in which Atwood and Carter build on this foundation to deconstruct the binary oppositions that disadvantage women and to expand the category of female.

The oil shocks of the 1970s, initiated by the first Arab oil embargo in 1973, stunned the industrialized world. The Organization of Petroleum Exporting Countries (OPEC) controlled a resource that was vital to the national well-being and national security of America and its allies. In the United States, gas lines formed as Americans waited for increasingly costly and scarce fuel. Europeans realized that the energy shortages, which they originally believed to be short-term, might permanently change their lives. This dissertation places the historical debate about the effectiveness of domestic and foreign energy policy within the framework of the global transformations taking place at the end of the twentieth century. The collapse of the Bretton Woods system in 1971 and the advent of petrodollars on world currency markets, the emergence of the Soviet Union as an oil exporter, the rise of OPEC as a regulator of oil prices and the consequent decline in the power of the seven major multinational oil companies, and the growth of a global environmental movement, all contributed to the shifting interplay of forces confronting the United States and its allies in the late twentieth century and shaped the debate over national and international energy policy. America's efforts to work with its allies to develop a cohesive national and international energy policy fell victim to the struggle between political autonomy and interdependence in an era of globalization. The allied response to the Iranian hostage crisis and the Soviet invasion of Afghanistan highlighted these conflicts within the alliance.

This project explores how cosmopolitan personas rhetorically negotiate the space between local and global, discursively tying people to the national as well as to the global or transnational. It examines the possible co-existence of cosmopolitanism and nationalism while identifying how each is articulated in response to the other. As global networks become increasingly complex, rethinking borders and how they are articulated is essential. Can a quintessential cosmopolitan also be a public nationalist? Are cosmopolitan discourses compromised by their presumed lack of attachment to the local? To what extent and with what success are cosmopolitanism and nationalism siultaneously articulated? In order to study these and other questions, I analyze the public personas crafted by cosmopolitan figures Vaclav Havel, Jimmy Carter, and Edward Said. By illuminating how they negotiate that ambiguous space between locale and its absence, a project attentive to the rhetorical possibilities of discursive connection in a world increasingly devoid of shared loyalties and histories enables a fuller understanding of the possibilites of intercultural contact in a globalizing world.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves [221]-233). Also available on the Internet.

Thesis (Ph. D.)--University of Missouri-Columbia, 2003. / Typescript. Vita. Includes bibliographical references (leaves [221]-233). Also available on the Internet.

Given the present demand for greater accountability in public education and the call to close the achievement gap between the haves and have-nots, scholars have renewed advocacy for policy frameworks that combine education and antipoverty policies. This study historicizes the possibilities for such connections at the federal level by focusing on how people during the Carter Administration explained the relationship between the policies. Toward this end, this study examined how the coconstructions of context and meaning of the late 1970s made certain explanations of the relationship between education and anti-poverty policy more possible than others. This study is a critical policy analysis employing historical methods. A historical narrative was constructed through the collection of oral history and archival data. Through this history, explanations of the relationships between the policies by the Carter Administration are situated within the social regularities of the day. Specifically, in the late 1970s, as people became dismayed by the persistence of equality issues, despite equal protection under the law, they looked for other ways to work toward equality. The elevation of education as a national priority became a visible strategy to the power structure at the time because it did not require a necessary redistribution of privilege and would allow a concomitant strategy to invest in other identities. At the same time, as people searched for greater personal freedom through education. A growing neo-liberal sentiment asserted that education policies had to be disconnected from the antipoverty policies that were supported by groups, whose demands for conformity were seen as standing in the way of social well-being predicated on the pursuit of self-interest. Thus, in the late 1970s education and antipoverty policy were separated at the federal level, not only bureaucratically, but also in the rhetoric of national priorities. As a result, education policy became more greatly aligned with human capital development and further detached from more redistributive policy frameworks. The rearticulation in the social regularities regarding race, property, individualism, and domestic stability remade the possible in domestic social policy. / text

"Elizabeth Carter's Legacy: Friendship and Ethics" examines the written evidence about the relationships between Elizabeth Carter and her father, Dr. Nocolas Carte; Catherine Talbot; Sir William Pulteney (Lord Bath); and Samuel Johnson to explain how intellectual and personal relationships may become the principal ethical sdource of human happiness. Based on their own set of moral values, such as intellectual and individual liberty and equality, the relationships between Carter and her friends challenged eighteenth-century traditional norms of human relationships. The primary source of this study, Carter's poetry and prose, including her letters, present the poet's experience of intellectual and individual friendship, reflecting Aristotle's ethics, specifically his moral teaching that views friendship as a human good contributing to human happiness--to the chief human good. Carter's poems devoted to her friends, such as Dr. Carter, Talbot, Montagu, Lord Bath, as well as her "A Dialogue" between Body and Mind, demonstrate her ethical legacy, her specific moral principles that elevated human relationships and human life. Carter's discussion of human relationships introduces the moral necessity of ethics in human life.