This study presented a comparative analysis of two sets of criminal laws in colonial Jamestown under the Virginia Company of London with seventeenth century English law. The historical evidence indicated England's criminal code closely resembled Jamestown's military regime, also known as "Dale's Laws," from 1610 to 1619. But it was the strict disciplinary nature of Dale's Laws which provided security and stability in the infant colony thus creating an opportunity to institute a more benevolent criminal code and a representative form of government in 1619. Furthermore, this study determined Puritanism and the "Country" Party, both gaining power in England, provided the impetus for Virginia's reform movement. / Department of History

My dissertation, "The Princess Production: Locating Pocahontas in Time and Place," critically evaluates the succession of representations of Pocahontas since her death in 1617. Pocahontas has become the prototypical "Indian Princess," through which the indigenous "other" is mapped onto Eurocentric constructions of gender and race, and subsequently transformed into the object of desire to be colonized. Chapter One begins with an introduction to the Pocahontas myth, and continues with an overview of the representation of Native Americans in cinema. Given that Native Americans have been the subject of the romanticization of the passing frontier, then the image of Pocahontas, standing in for the gendered "virgin" frontier, has been problematically used to represent American nationhood. In the second chapter, I investigate the commodification of the image of Pocahontas, by way of a critical assessment of Disney's Pocahontas (1995). Due to its extreme popularity and plethora of commercial tie-ins, this animated film was able to cement mainstream attitudes of Native Americans and especially of indigenous women. Critical discussion, however, was ameliorated through "politically correct" associations of Indians with ecological balance and moral purity versus European decadence. I analyze the symbolic association of Pocahontas with nature in Chapter Three, particularly in Terence Malick's recent film The New World (2005), where this association is most blatant. Malick has been heavily influenced by such philosophers as Martin Heidegger, and his resulting romantic and pantheistic vision clouds gender difference and racial antagonism. The image of Pocahontas in The New World, therefore, simply becomes a signifier for the grand impersonal workings of Nature. Finally, in Chapter Four, I discuss attempts by indigenous writers and groups to reappropriate Pocahontas for Native Americans, and I conclude that this is of strategic importance for transforming Indian identity. Since the image of Pocahontas has played such a large role in the shaping of mainstream attitudes and government policy toward Native Americans, then retrieving it from its colonial legacy will go a long way toward preserving Indian culture and identity in the future.

Thesis (M.S.)--West Virginia University, 2008. / Title from document title page. Document formatted into pages; contains viii, 60, 12 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 56-60).

Magister Artium - MA / This study entitled, “Private property, gentrification, tension and change at the ‘urban edge’: a study of Jamestown, Stellenbosch.” is about a small place called Jamestown, in which I have lived all my life. Jamestown, located near the town of Stellenbosch is situated 40 km to the east of Cape Town, in the Western Cape Province of South Africa. The Stellenbosch area has a long history, as an early settlement in the Dutch Colonial period, in which missionaries were active in the establishment of the town and its associated agricultural activities after the end of slavery in 1848. It was the location in which missionary societies first built churches and much missionary activity began. Jamestown was established in 1903 as part of this process as a Rhenish Mission by the Rev. Jacob Weber and James Rattray who made land available to a church congregation, made up of local small-scale farmers. Contemporary Jamestown remains the home to many descendants of the original families who still live and farm in a self-sustainable manner. Yet, in 1965, Jamestown’s future was under threat as the infamous Group Areas Act was being implemented across the country under apartheid. In 1966 a decision was made that to save Jamestown from forced removals and declaration as a White Group Area, after which it was declared a Coloured Group Area. This thesis explores the significance of this decision and examines how this shift influenced the future of Jamestown. Major changes have been occurring in and around Jamestown since 2000 and from 2009 Jamestown has been designated as being situated on the ‘urban edge’ of Stellenbosch. Rapid transformation with burgeoning urban sprawl, suburbanisation and gentrification taking place in the areas surrounding the town with new themed developments, including gated communities and malls has taken place. This research tracks how long-standing Jamestown residents have been affected by these land-use changes and the social effect this has had on their lives. The significant rise in the demand for private property in the area has led to the increase of property prices over the last 15 years. Land in Jamestown, which didn’t have much value previously, rose significantly in value and together with this, the rates and taxes have escalated to such an extent that the majority of Jamestown’s residents, made up of low to middle-income households, cannot afford to own property. Occurring in parallel with this process a heritage committee has been established as residents seek to retain Jamestown’s “village feel”, while for developers, the change in and around Jamestown has brought huge profits. In short this thesis is concerned with the complex interplay between the effects of private property development, gentrification and claims to heritage in the place I consider home, in post-apartheid Jamestown.

Thesis (M.A.)--Wheaton College, 2005. Action Research Paper (M.A.)--Wheaton College, 2005. / Includes bibliographical references.

Thesis (M.A.)--Wheaton College, 2005. / Includes bibliographical references (leaf 42).

This work demonstrates the connections that exist in rhetoric and planning between the Irish plantation projects in the Ards, Munster , Ulster and the Jamestown colony in Virginia . The planners of these projects focused on the creation of internal stability rather than the mission to 'civilize' the natives. The continuity between these projects is examined on several points: the rhetoric the English used to describe the native peoples and the lands to be colonized, who initiated each project, funding and financial terms, the manner of establishing title, the manner of granting the lands to settlers, and the status the natives were expected to hold in the plantation. Comparison of these points highlights the early English colonial idea and the variance between rhetoric and planning.

This study examines the role of emotions – specifically fear – in the development and early stages of settlement at Jamestown. More so than any other factor, the Protestant belief system transplanted by the first settlers to Virginia helps explain the hardships the English encountered in the New World, as well as influencing English perceptions of self and other. Out of this transplanted Protestantism emerged a discourse of fear that revolved around the agency of the Devil in the temporal world. Reformed beliefs of the Devil identified domestic English Catholics and English imperial rivals from Iberia as agents of the diabolical. These fears travelled to Virginia, where the English quickly ʻsatanizedʼ another group, the Virginia Algonquians, based upon misperceptions of native religious and cultural practices. I argue that English belief in the diabolic nature of the Native Americans played a significant role during the “starving time” winter of 1609-1610. In addition to the acknowledged agency of the Devil, Reformed belief recognized the existence of providential actions based upon continued adherence to the Englishʼs nationally perceived covenant with the Almighty. Efforts to maintain Godʼs favor resulted in a reformation of manners jump-started by Sir Thomas Daleʼs Lawes Divine, Morall and Martiall, and English tribulations in Virginia – such as Opechancanoughʼs 1622 attack upon the settlement – served as concrete evidence of Godʼs displeasure to English observers. A religiously infused discourse of fear shaped the first two decades of the Jamestown settlement. / Master of Arts

Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: Adolescence, especially for boys, is a time of exploration, experimentation and risk taking - "a rejection of the mundane" (Pinnock, 1997, p. 7). As their gender identity develops, boys start to identify with their fathers and require nurturance from them in order to develop an internal locus of control and the strength to successfully cope with life's challenges. Without older men to guide adolescent boys in mastering the tasks necessary for them to attain adult status, boys turn to other boys for assistance in making this transition. In the absence of community involvement and positive male role models, this rites of passage process can have disastrous effects. In 1999 a primary health care clinic was opened in Jamestown (located lOkm south east of Stellenbosch) and the staff at this clinic approached the Department of Psychology at the University of Stellenbosch for assistance, as there was an urgent need for psychological services in the community. The community role players were especially concerned about the male youth in the area, who were identified as being at risk for becoming involved in gang related activities and amongst whom drug and alcohol abuse was on the increase. In partnership with Usiko, a rites of passage diversion programme (targeting twenty-one boys and lasting for a period of nine months) was started at Stellenzicht Secondary School to address this concern. Thirteen men (mentors) were selected from Jamestown and surrounding areas to guide the boys (mentees) through this process. This research assignment is an outcome evaluation from the perspective of the twenty-one young men who participated in the first Jamestown Usiko Youth Project, as well as from the perspective of key informants (parents/guardians and teachers). Feedback from the mentees affirmed that participation in the project had contributed towards an improvement in interpersonal relationships, decreased in involvement in high risk activities, and an inspiration to overcome adverse circumstances. The teachers, however, indicated the need for closer collaboration between the project and the school to counter negative attitudes of the participants. Recommendations received from the mentees, their parents/guardians and teachers have been an invaluable resource ill improving the content and processes of the programme, which is now in its third cycle. / AFRIKAANSE OPSOMMING: Adolessensie, veral vir tienerseuns, is 'n tyd van ontdekking, eksperimentering en waagstukke neem - "a rejection of the mundane" (Pinnock, 1997, p. 7). Soos hulle geslagsidentiteit ontwikkel, begin seuns hulle met hulle vaders identifiseer en ontvang hulle vaderlike ondersteuning. So ontwikkel die seuns mettertyd 'n interne lokus van beheer en die nodige vaardighede wat hulle in staat stelom die uitdagings van die lewe te hanteer. Sonder ouer mans wat aan adolessente seuns die begeleiding kan verskaf om die take te bemeester wat nodig is vir die bereiking van volwassenheid, raak seuns op ander seuns aangewys om hulle by te staan in hierdie oorgangsfase. In die afwesigheid van gemeenskapsbetrokkenheid en positiewe manlike rolmodelle, kan dié deurgangsrites rampspoedige gevolge hê. In 1999 is 'n primêre gesondheidskliniek in Jamestown (10km suidoos van Stellenbosch) geopen en die personeel van dié kliniek het die Departement van Sielkunde van die Universiteit van Stellenbosch genader vir bystand, aangesien daar 'n dringende behoefte vir sielkundige dienste in die gemeenskap was. Die rolspelers in die gemeenskap was veral bekommerd oor die manlike jeug in die area wat geïdentifiseer is as mense wat die risiko loop om by bendeverwante aktiwiteite betrokke te raak en onder wie dwelm en -alkoholmisbruik aan die toeneem was. In vennootskap met Usiko is 'n afleidingsprogram vir deurgangsrites in Stellenzicht Sekondêre Skool begin. Die teikengroep was een-en-twintig seuns en die program sou nege maande duur. Dertien mans (mentors) is uit Jamestown en omliggende gebiede gekeur om die seuns (mentees) deur hierdie proses te lei. Hierdie navorsingsprojek is 'n uitkoms-evaluering vanuit die perspektief van die een-en-twintig jong mans wat deelgeneem het aan die eerste Jamestown Usiko Jeugprojek, sowel as vanuit die perspektief van sleutelinformante (ouers/voogde en onderwysers). Terugvoering van die mentees het bevestig dat deelname aan die projek bygedra het tot 'n verbetering in interpersoonlike verhoudinge, 'n afname in betrokkenheid by hoë-risiko aktiwiteite, en 'n inspirasie om nadelige omstandighede te oorkom. Die onderwysers het egter gewys op die noodsaaklikheid van nouer samewerking tussen die projek en die skool om sodoende negatiewe gesindhede by die deelnemers teen te werk. Aanbevelings wat van die mentees, hulle ouers/voogde en onderwysers ontvang is, was 'n bron van onskatbare waarde om die inhoud en prosesse van die program, wat nou in sy derde siklus is, te verbeter.

Throughout secondary education, students are given opportunities to hone their leadership and collaboration skills with one another. Unfortunately, these opportunities are few and far between in the elementary school classroom. Since there are few leadership curriculum options available for teachers of elementary students, this study attempts to offer a fourth grade curriculum on leadership and collaboration within the context of the social studies curriculum. The study is comprised of a piece of historical fiction, journal prompts, and group activities. The text taught students about the colonization of Jamestown with a unique focus on collaboration between the Native Americans and Jamestown colonists. Small groups of students worked together to complete group activities where they were able to improve upon their ability to collaborate. This thesis provides insight toward the need for leadership curriculum in the elementary classroom and one curricular option with which to do so.