Thesis (Ed. D.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains xi, 155 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 146-152).

Thesis (Ph. D.)--Miami University, Dept. of Psychology, 2008. / Title from second page of PDF document. Includes bibliographical references (p.45-55).

Thesis (Ed. D.)--Illinois State University, 1984. / Title from title page screen, viewed June 6, 2005. Dissertation Committee: Dent M. Rhodes, Rodney P. Riegle (co-chairs), Dorothy Franks, David Pierce. Includes bibliographical references (leaves 124-131) and abstract. Also available in print.

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This thesis examines the status and prospects of the general field of the Humanities in the contemporary university. It begins with an acknowledgement that the Humanities have experienced an intellectual and cultural demotion within modern societies over the past few centuries, as a result of the momentous impact that the Scientific and Industrial Revolutions have had on contemporary life, particularly within modern universities, whose curricula have been dominated by subjects located within the fields of the natural and social sciences, which have a crucial instrumental and functional contribution to make towards the perpetuation and improvement of modern technological society. The thesis provides an historical perspective on the emergence of the humanities, which, in general, enjoyed an intellectual and cultural status from the inception of the European universities in the 12th century through to the advent of the Industrial Revolution in the 18th century. It examines their relative decline as the natural and social sciences gained their ascendancy in university curricula over the centuries since the inception of the Industrial Revolution, and considers justifications for the presence of the humanities in university curricula today. In presenting a vindication of the place of the humanities in the contemporary university, the thesis focuses on their indispensability for a liberal education, which is itself necessitated by the interminable and irreducible epistemological and ethical disputes that characterize the pursuit of knowledge itself. It also claims that since the Scientific and Industrial Revolutions have produced a proliferation of professionals, who constitute the social and economic core of modern society, the universities have a responsibility to complement these professionals’ education in the natural and social sciences with an education in the humanities to ensure that their epistemological and ethical understandings meet the stringent demands of the modern world.

Thesis (S.B.)--Massachusetts Institute of Technology, Dept. of Humanities, Program in Writing and Humanistic Studies, 2012. / Cataloged from PDF version of thesis. / A young boy grows up in a future world buried under snow, a great factory and research lab with his father at the head. As he grows he is torn between the desire to be like his beloved father and the equally strong desire to get out from under his shadow in the eyes of those around him, in a world where there is nowhere else to go. Between chapters of this story, a trio of smaller stories set in the present day tells the tale of how the world reached the state shown in the future. Each is the same basic story of the invention of the titular shield that brought about mankind's collapse, told from the perspective of a different observer: once from the shield's inventor, once from a government agent who helped make it a weapon, and once from a former spy recalling parallels to historical events. In viewing parallel events from each of these smaller pieces the reader is able to see how all of the individual actions are rational despite the wholly catastrophic result, and the works also fill in the blanks in each other's stories of what happened as a whole. / by Brian Iglesias. / S.B.

Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Program in Writing and Humanistic Studies, 2003. / "September 2003." / Includes bibliographical references (leaves 73-83). / by Maywa Montenegro de Wit. / S.M.in Science Writing

Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Program in Writing and Humanistic Studies, 2003. / Includes bibliographical references (leaves 50-53). / by Karen MacArthur. / S.M.in Science Writing

Thesis (S.M. in Science Writing)--Massachusetts Institute of Technology, Dept. of Humanities, Program in Writing and Humanistic Studies, 2003. / Vita. / Includes bibliographical references (p. 69-76). / by Sorcha McDonagh. / S.M.in Science Writing

Thesis (S.B. in Humanities and Engineering)--Massachusetts Institute of Technology, Dept. of Humanities, Program in Writing and Humanistic Studies, 2012. / Cataloged from PDF version of thesis. / Includes bibliographical references (p. 83). / Catalogue of a Loss is a collection of sixty-two prose poems written within the past year and half. The work is printed on 4x6 cards. Each poem may be read individually from a single card or the poems can be read in sequences. Each poem maps to at least one prescribed sequence that is visually indicated on the card(s). In the case that the poem maps to multiple sequences that poem is reprinted so that each subset it belongs to may be individually represented. Within this document, I've provided re-printings of the cards along with four of the larger possible sequences I have framed for the reader (indicated by red / violet / cyan/ gold). There are no duplicates within this set therefore the described cross-referencing in which a single poem maps to multiple sequences is not represented. The reader is encouraged to make what he will of the sequences: my intention is that the relationships suggested by the proposed reading-sequences do not establish a single structure designed to constrain the reader but offer, instead, multiple structures that will inspire new relationships of the reader's own making. The work is a memoir-of-sorts. I began working on this piece in January 2011 knowing that I would write about my father who died in January 2007-ten years after he first began experiencing symptoms of dementia. In that time I took off the Fall semester and lived in San Francisco. Writing this work caused my own re-examination on life with my parents, life at MIT and life out in the world. The work examines my life at an intimate distance. Even the colors that I used to encode the poems are taken from our family portrait. The card-form emulates exactly how I was remembering my past: connections were formed and then blurred; random details were vivid and unforgettable while others completely disappeared. The resulting work explores the lines between art and life, between art-making and life-making, between past and present, between solitude and loneliness, between intellectual exile and the comforts of home, between "family" self and "independent" self. In the sixty-seven cards represented within this document are the past five years of my life. / by Larisa Berger. / S.B.in Humanities and Engineering