The history of Appalachian Bible College, under the administration of its first president, is the story of an institutional dream that changed. This study seeks to document and explain those changes. The college began with seven students, meeting in borrowed facilities, but it grew to have nearly 300 students and its own multi-million dollar campus. Early students were deliberately drawn only from the Southern Highlands, but that distinctiveness slowly gave way to a much more cosmopolitan blend. The curriculum evolved from a single program required of all students to multi-vocational (albeit singularly church-related) offerings. General Studies, that originally had almost no place in the curriculum, came to occupy nearly a third of a student’s time. The behavioral restraints that were placed upon students changed significantly over the years. The tightly knit “missionary team” that subsisted on a minimal family-allowance was gradually transformed into a differentiated staff with a graduated salary scale. Bureaucratic organization replaced the President’s earlier charismatic style of administration, just as more traditional financial procedures were substituted for the “no-indebtedness” and “no-solicitation” policies of the early years. Tuition-free arrangements were dropped in favor of standard college practices, and professional accreditation eventually led to the granting of a Bachelor of Arts degree. The research led to the following conclusions: (1) The model around which Appalachian Bible College was organized shifted from that of a home mission organization to that of a collegiate institution; (2) Many of the practices related to finances and leadership at Appalachian Bible College moved from a basis in principled idealism to pragmatic expediency; and (3) The institution’s response to culture changed from “separatism” to “conversionism” (as these terms are defined by H. Richard Niebuhr, in <u>Christ and Culture</u>). / Ed. D. / incomplete_metadata

"This thesis was written for the purpose of presenting a brief, though fairly detailed, history of the North Texas State Teachers College."--1.

No description available.

A history of the University of Arizona College of Law.

The problem with which this study is concerned is that of determining the effect of the Dartmouth College case on the evolution of higher education. The purpose of the study is to investigate the impact of the Dartmouth College decision upon the evolution of higher education by (1) the investigation of the historical sequence of events leading up to the decision, (2) the study of the legal proceedings as they led to the actual decision in 1819, (3) the inspection of subsequent court decisions involving higher education which have cited the Dartmouth case as a point of reference, and (4) the organization of this information into an analysis of impact to show the probable effect upon higher education.

"In order to gain an adequate idea of the sanitary condition of the drinking fountains on the North Texas State Teachers College campus, it was found necessary to approach these bacteriological studies from a seasonal point of view."--1.

"The problem of this thesis is to study the recreational interests of children in grades four through seven and to compare the interests of boys with those of girls in order to ascertain whether the interests of the two sexes begin to differ appreciably during these grades, and, if so, to determine the grade level where differences occur."--1-2.

The focus of this work is on how the educational elements that made up the institution called the British public school developed to form an "imperial mentality" among its students, and how these elements were transported, albeit with some modification, to the periphery of Empire. The existence of a broad and varied curriculum worked to form an imperial mentality that supported the aims of the British Empire from the mid-eighteenth century through the First World War. The use of a case study featuring Upper Canada College, one of the oldest Canadian "public" schools, further illuminates the influence and legacy of the public school model. Throughout the research, references to Upper Canada College will serve to focus the attention of the reader to the manner in which the British public school shaped the curriculum and the ethos of the College.

No description available.

This study is a discussion and description of the history, organization, and unit costs of the North Texas State College bookbindery, together with a comparison of these unit costs with charges made by commercial bookbinders for similar services. These are the three outstanding purposes of this problem: 1. to record briefly a history of the North Texas State College Bookbindery, 2. to describe the organization of the N. T. S. C. Bookbindery, including the personnel policies and clerical routines now in effect in its operation, and 3. to determine the unit costs of various types of services rendered by the N. T. S. C. Bookbindery and compare these unit costs with price lists of commercial bookbinders for similar services. It is intended that this study may be used as a guide to those who may contemplate setting up small bookbinderies and as a reference tool to future managers of the N. T. S. C. Bookbindery.