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No description available.

The purpose of the study is to investigate the relationship between the use of character education programming and school health. Measuring and improving school health is a process that supports social, emotional, ethical and civic education. Hoy, Tarter, and Kottkamp define this concept as a healthy school is one in which the institutional, administrative, and teacher levels are in harmony; and the school meets functional needs as it successfully copes with disruptive external forces and directs its energies toward its mission (Hoy, Tarter & Kottkamp, 1991). <br>School climate, school culture, and school health are used synonymously in the research. They refer to the quality and character of school life. School climate is based on patterns of school life experiences and reflects norms, goals, values, interpersonal relationships, teaching, learning and leadership practices, and organizational structures. It recognizes the two essential processes that research and best practices from a number of traditions (character education, school reform, social emotional learning, community schooling, pro-social education, risk prevention and health/mental health promotion) have indicated that there are two core processes that educators, parents/guardians, students and community leaders need to focus on to support students developing the skills, knowledge and dispositions that provide the foundation for school success and the ability to love, work and become an engaged and effective citizen (Cohen & Sandy, 2007). <br>A character education program entitled CHARACTER COUNTS! has been implemented in a rural elementary school located in south central Pennsylvania. Implementation included initial as well as ongoing faculty training, district financial support, administrative support and parent education. Another rural elementary building similar in size and demographics located in the same region of the state reportedly has not implemented a formal character education program. <br>This study will investigate the level of character education and school health in each of these buildings to investigate a possible correlation between character education programming and school health. / School of Education / Interdisciplinary Doctoral Program for Education Leaders (IDPEL) / EdD / Dissertation

Oleander is a screenplay and exegesis that explores how the supernatural drama contributes to a deeper understanding of contemporary feature writing. The central theorists of the feature film, represented here by McKee, Seger, Vogler and Hauge, have created a robust model built around a three act structure, an inciting incident and clear challenge pursued and resolved by a protagonist. The thesis argues that the supernatural drama also calls for the logical treatment of the supernatural element, its managed concealment and its step by step revelation as part of the story development. The thesis tests this idea through the writing of a supernatural feature Oleander, and an analysis of Picnic at Hanging Rock and The Sixth Sense. These latter two films manage suspense in profoundly different ways to produce profoundly different effects.

Thesis (MA--Art and Design) -- Auckland University of Technology, 2003. / Also held in print (83 leaves, col. ill., 30 cm.) in Wellesley Theses Collection. (T 791.4572 GOI)

Thesis (Ph. D.)--University of Texas at Austin, 2005. / Vita. Includes bibliographical references.

Thesis (M.A.) -- Central Connecticut State University, 2008. / Thesis advisor: Candace Barrington. "... in partial fulfillment of the requirements for the degree of Master of Arts in English." Includes bibliographical references (leaves 80-82). Also available via the World Wide Web.

Issued in 1936 as thesis, Paris. / Bibliography: p. [411]-419, [426]-427.

Inaug.-diss. -- Greifswald. / Lebenslauf. Includes bibliographical references.

Thesis (Ph. D.)--Duke University, 2007. / Includes bibliographical references.