Thesis (Ph. D.)--Cornell University, 1902. / Reprinted from the Physical Review, v. 15, no. 4., Oct., 1902.

Thesis (Ph. D.)--Johns Hopkins university, 1933. / Vita. Bibliography: p. 43-46.

Thesis (Ph. D.)--John Hopkins University, 1933. / Vita. Includes bibliographical references (p. 43-46).

Thesis (Ph. D.)--University of Chicago, Dept. of Psychology Committee on Biopsychology, December 1993. / Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, Dept. of Psychology Committee on Biopsychology, December 1993. / Includes bibliographical references.

No description available.

Thesis (M.A.)--York University, 2008. Graduate Programme in Higher Education. / Typescript. Includes bibliographical references (leaves 42-50). Also available on the Internet. MODE OF ACCESS via web browser by entering the following URL: http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&res_dat=xri:pqdiss&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&rft_dat=xri:pqdiss:MR45962

This study described how suburban public elementary school principals and teachers perceived the principals' social justice leadership as shifting demographic diversity increased in racial and ethnic minority students, decreased in white students, increased in child poverty, and threatened schools academic achievement status. The two Arizona high performance suburban public elementary schools (SPES) were located in two different suburban districts on opposite sides of a metropolitan city. A multiple embedded replication case study involved principals and six K-5 grade teachers at each school and included participant semi-structured interviews, school observations, and document analysis. The data showed how principals' leadership was perceived and practiced in educating students with social and educational inequalities while simultaneously trying to maintain high performance schools. Findings revealed that principals' different and similar practices were not motivated from a social justice disposition. Nevertheless, I discovered that principals' leadership practices imperceptibly included tenets of social justice. The teachers perceived that principals made concerted efforts beyond contemporary leadership practices that addressed children's inequalities owing to poverty and lack of academic preparation. The principals and teachers cared for the students and pushed for additional resources. The educators expressed being underprepared professionally for the tensions brought about by students' shifting demographics. An unexpected finding was that child poverty trumped the children's race and ethnicity as the foremost issue challenging the principals and teachers. As a result of the findings, part of my proposition supported the premise that principals would perceive the educational inequalities experienced by students. Conversely, part of the premise stating that principals' perceptions of students' educational inequalities would influence them to use social justice leadership was weakly supported because principals did not perceive or attribute their practices with teachers as driven by a belief in social justice. Two themes emerged from the analysis of patterns across cases: (1) Principals did not have a social justice consciousness driving their leadership practices, and (2) Principals' contemporary leadership practices imperceptibly combined social justice leadership tenets to influence teachers and promote equality of educational opportunity for all students.

Cross-group paired individuals were administered an intervention to measure impacts of inmate interactions and friendships on anxiety and implicit bias among participants. Researchers predicted the intervention would decrease levels of racial anxiety, implicitness, prejudice, and racial color-blindness among entering freshmen in the College of Agriculture, Food & Environment at the University of Kentucky. Results indicated that the control group had no change in implicitness. The treatment group yielded no change in implicitness on four out of five experimental measures with the exception of decrease in communal orientation, thus altering the implicit bias of participants.

<i>Double Vision: A practice- led investigation of art and differential perception</i> is a series of five interrelated practice-led research studies into artistic expression controlling perceptual experiences between audiences of varying visual acuities. Significant refinements  occurred between the first and second, and second and third studies. The last four studies were conducted with the aim of understanding vision’s influence on perception. <i>Double Vision’s</i> lead methodological approach was artistic practice. Other methods were employed according to the needs of that practice. They included iteration, collaboration, exhibition and testing. The research questions of <i>Double Vision</i> were refined in response to the results of artistic practice. That evolution resulted in two interrelated questions: <i>Can artwork be intentionally created to be experienced differently dependent on one’s visual abilities? </i>and<i> If so, can those experiences be shared?</i> A further question, <i>‘Can an analogy to colour deficient vision be created that engages both those with colour vision deficiency and the typically sighted?’, </i>concludes the investigations. Artwork was realized through printmaking, animation and multimedia formats. Its context and content derived from many forms, notably the Ishihara <i>Test for Colour Deficiency</i>, writings of William Blake, contemporary music and philosophy. Augmented reality was employed to facilitate the translation of visual perceptions between targeted audiences. A number of exhibitions were held exploring these themes.