Thesis (Ph. D.)--University of Oklahoma, 1992. / Includes bibliographical references (leaves 192-202).

This dissertation reconsiders the long-standing divide between skills-based, job-oriented approaches to education and liberal learning through in-depth archival studies of literacy education at two distinct educational institutions: Moor’s Indian Charity School, a seminary for Native American missionaries that operated in Connecticut in the mid-eighteenth century (and later became Dartmouth College), and Booker T. Washington’s Tuskegee Institute, founded in 1881, where African-American students were trained in agriculture, the trades, and domestic work. These are institutions where a functional approach to literacy education prevailed over what we might now recognize and label as more overtly critical lenses. As such, they exemplify, and thereby also illuminate, what are ongoing tensions between “critical literacies,” often deemed “liberating,” and “functional literacies,” often deemed “oppressive.” These tensions have had profound implications both for disciplinary histories of English Studies, in which literacy education within vocational contexts has largely been excised, and for contemporary adult literacy initiatives. Part One of this dissertation (Chapters Two and Three) reconstructs the language arts education provided at Moor’s Indian Charity School in the 1750s and 1760s, and then examines the pedagogical and rhetorical practices of two Moor’s students--Samson Occom and Joseph Johnson--who went on to become, among many other roles, literacy educators in various Native communities in Connecticut and New York. Considering literacy at and beyond Moor’s expands the ways we think about “functional” literacy, since in this case “functional” literacy included the linguistic and analytical skills needed to perform the duties of a minister and to advocate for the autonomy of Native communities. Part Two of this dissertation (Chapters Four and Five) documents the language arts curriculum at Tuskegee Institute in key years between the school’s founding in 1881 and Principal Booker T. Washington’s death in 1915, a period in which the active integration of the school’s academic and vocational tracks became a dominant (and dominating) principle. Such an approach had clear limitations, but it also allowed students to claim significant kinds of authority. The first and sixth chapters bring to light the contemporary implications of recognizing the intertwining of “functional” and “critical” literacy education at these historical sites. / text

Voluntary work - why? There are many people who work as volunteers within different organizations and we have chosen to study an organization that aims to help women and girls around the world. The members give their time and dedication in order to give other people a better life. The purpose of the study is to examine the factors that motivate people to join the organization. When we heard about the organization the first time we wondered if the volunteers were there to help others, or to have something to do for themselves. We chose to conduct a survey of the selected organization and have grouped the results according to different factors. One grouping is how long they have been members. Another is if there is a difference between two groups, where one is more comitted to voluntary work in their own neighborhood compared to those who are not. We have used altrusim, egoism and motivation as key concepts för understanding and analyzing our results. We have come to the conclusion that there are differences between different groups of why they are in this organization. One of the main reasons for all groups is that they truly want to help women and girls around the world. The social aspects of being in a group, to be on activities was not as high on the list as we first anticipated.

In "Famine, Affluence, and Morality," Peter Singer urges citizens of wealthy countries to make immense personal sacrifices in order to assist the poor overseas. Though Singer has moderated his view in recent years and now supports widespread tithing, the motivation remains the same. By contrast, Immanuel Kant contends that the first right of humanity is freedom and that the purpose of a political order is to unite people into a rightful condition. As part of this, taxes should be imposed in order to support the domestic poor - an obligation that does not extend across borders. Although their underlying assumptions are quite different, Singer and Kant’s concerns can both be addressed by a common solution: the creation of a global tax to support the poor, implemented by a global state. Such an arrangement would permit substantial coordinated flows of aid to the needy (meeting Singer’s utilitarian concerns) while also ensuring that all people of the world are in a rightful condition with each other, thereby providing the justification for global social assistance (respecting Kantian deontology.) This solution requires expanding Singer’s proposals and a revisionist reading of Kant that dismisses his arguments against the creation of a global state. (Rawls’ support for a world of distinct states that support each other can also be dismissed, as his approach does not sufficiently connect political structures with personal duty, as Singer and Kant both do.) Though the final form of the solution is largely the same, Kant’s framework is superior: while Singer cannot eliminate the danger of becoming overwhelmed by duty, Kant’s focus on individual autonomy can guard against this. / Thesis (Master, Philosophy) -- Queen's University, 2012-10-01 12:30:15.657

Thesis (MA)--Macquarie University, School of History, Philosophy and Politics, 1979. / Bibliography: leaves 168-179. / Introduction -- Ragged school movements in Britain in the Nineteenth century -- The colonial background -- The establishment and development of ragged schools in New South Wales, 1860-1867 -- The emergence of social reform, 1860-1867 -- The ragged school movement consolidated, 1868-1889 -- The triumph of evangelism, 1868-1889 -- Expansion and decline of ragged schools, 1890-1924 -- Social needs reconsidered, 1890-1924 -- Assessment and conclusions. / Ragged schools were private philanthropic institutions which were established to counter the growing problem of destitute and neglected children in the nineteenth century. They were non-denominational in character, although essentially Protestant, their work being firmly based on the teachings of the Bible. ... Their establishment in New South Wales was due primarily to the combined influence of the pattern of ragged school movements in England and Scotland in the first half of the nineteenth century, as well as the social and economic dislocation caused by the gold rushes of the 1850's. ... Ragged schools first emerged in Sydney in 1860 and the movement lasted until 1924. Their work was limited to the inner city areas of Sydney. However, their extensive history provides a means of analysing the changing philanthropic responses to the care and education of neglected and destitute children during the latter half of the nineteenth, and early part of the twentieth centuries. / In the early years of the Sydney Ragged Schools (1860-1867), their work displayed a social reformist approach, which put the schools and their supporters to the forefront of efforts to help these types of children. In the years of consolidation and expansion (1868-1889), there developed a strong emphasis on evangelism as the chief means of reclaiming these children, so that the schools became little more than missionary agencies. Finally, their latter years (1890-1924), influenced by the physical suffering of the depression, there was a return, in part, to the social concerns of earlier years. / Mode of access: World Wide Web. / 179 leaves

Thesis (Ph. D.)--Catholic University of America, 1925. / Includes bibliographical references (p. 219-222) and index.

Thesis (Ph. D.)--Columbia University, 1941. / Vita. Published also without thesis note. Includes bibliographical references.

Thesis (Ph. D.)--Columbia University, 1926. / Vita. Includes bibliographical references (p. 189-190).

Thesis (Ph. D.)--University of Texas at Austin, 2008. / Vita. Includes bibliographical references.

Thesis (Ph. D.)--Catholic University of America, 1925. / Includes bibliographical references (p. 219-222) and index.