Thesis (D. Miss.)--Trinity Evangelical Divinity School, Deerfield, Ill., 1998. / Abstract. Includes bibliographical references (leaves 180-190).

Project Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1992. / This is an electronic reproduction of TREN, #090-0146. Includes bibliographical references (leaves 454-466).

Project Thesis (D. Min.)--Denver Conservative Baptist Seminary, 1992. / Includes bibliographical references (leaves 454-466).

Thesis (Ph. D.)--University of Idaho, 2005. / Also available online in PDF format. Abstract. "April 2005." Includes bibliographical references.

Thesis (M.S.)--Indiana University, 2003. / Includes bibliographical references (leaves 74-79).

Thesis (Ph. D.)--Oregon State University, 2007. / Printout. Includes bibliographical references (leaves 332-337). Also available on the World Wide Web.

Thesis (D. Min.)--Trinity International University, 2006. / Abstract. Includes bibliographical references (leaves 237-259).

Theses (Ed. D.)--Marshall University, 2007. / Title from document title page. Includes abstract. Document formatted into pages: contains vii, 261 pages. Bibliography: p. 193-241.

abstract: In times of fast paced technology, the ability to differentiate quality differences between a reproduction and an original work of art has new urgency. The use of digital reproductions in the classroom is a useful and convenient teaching tool, but can convey visual distortions specifically in regards to texture, size, and color. Art educators often struggle to achieve a balance between incorporating the use of digital technology and fostering an appreciation for experiences with original artworks. The purpose of this study was to examine the ways in which Dewey's theory of experiential learning explains how thoroughly high school students differentiate between a reproduction and original artwork. This study also explored the influences of painting style (realistic or semi-abstract) and sequence on a student's ability to identify the differences and select a preference between the reproduction and original artwork. To obtain insight into how a student is able to differentiate between a reproduction and an original artwork, this study engaged 27 high school student participants in viewing a digital reproduction and the respective original artwork of one realistic and one semi-abstract painting at the ASU Art Museum. Analysis of qualitative and quantitative data suggests that sequence influences a student's ability to differentiate between a reproduction and original artwork. Students who saw reproductions before viewing the originals, demonstrated a more comprehensive understanding of the differences between the two presentation formats. Implications of this study include the recommendation that art educators address definitional issues surrounding the terms original and reproduction in their teaching, and consider collaborative ways to prepare students for meaningful experiences with original artworks. / Dissertation/Thesis / M.A. Art 2011

Thesis (MTech (Human Resource Management))--Cape Peninsula University of Technology, 2007 / South Africa is a country, which is rich in history and has a young democracy, which continues to evolve. The new democratic Government has envisioned a Higher Education (HE) system that would be accessible to all who wants to further their tertiary studies. The White Paper on the Transformation of Higher Education of 1997 reaffirms the purpose of HE with regard to social responsibility, since it incorporates community engagement as a scholarly activity, which places emphasis on developing students as future citizens of South Africa. HE can produce different forms of community engagement, which include but is not limited to distance education, community based research, participatory action research, professional community service and service learning. The Cape Peninsula University of Technology (CPUT) accepts that South Africa has social and economic challenges, as any young democracy has, and incorporates Service Learning as a mechanism, which may contribute to the solutions of such challenges. In this research study, emphasis is placed on Service Learning as a teaching methodology to enhance students’ interpersonal and diversity skills, while it also develops their professional learning experience, as well as their corporate social responsibility. Students are encouraged to reflect on their learning experiences, both academically and personally. The literature survey reveals that South African HE is a member of the Talloires Declaration (2005) that unites universities globally to a uniform framework on the civic role and social responsibilities of HE. South African HE has partnerships with both the United States Fordand Kellogg Foundations in order to promote, develop and create awareness regarding social responsibility.