This thesis is a case study of the ancient graffiti found in a specific city block, the Insula of the Menander (I.X), in the ancient Roman city of Pompeii. Contrary to the late 19th and early 20th century treatment of graffiti in Pompeian scholarship, which dismissed ancient graffiti as casual inscriptions with little relevance to the archaeology of Pompeii, recent scholarship approaches ancient graffiti as artifacts, studying them within their context. Using this contextual approach, my thesis examines the spatial distribution of the graffiti in the Insula of the Menander to better understand the use of public and private space. Chapter 1 introduces the topic of ancient graffiti in context, providing a brief description of the current state of scholarship and of the history of the Insula of the Menander. Chapter 2 discusses the challenges of defining ancient graffiti, and the various approaches to their interpretation. The two hypotheses are: first, that graffiti frequency and public and private space are related, and second, that graffiti type and room function are related. Chapter 3 outlines the methodology for analyzing the graffiti in context, and introduces general comparisons of frequency and spatial distribution. Chapter 4 continues this analysis, describing the graffiti in the context of each house and unit in the insula. Chapter 5 concludes that ancient graffiti, when used along with related archaeological evidence, are an informative source for studying the conceptualization and use of public and private space in antiquity, and may be used in future studies for gaining insight into the functions of space in the Roman cultural mindset. / acase@tulane.edu

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The problem which forms the basis of this study is one involving an investigation of the curricular offerings in the field of business in the liberal-arts colleges of Arkansas. The purpose of the investigation is to compare the growth of business offerings during the eleven years from 1936 to 1946.

No, she is not my mom, not my aunt, we are not family. Yes, we do look alike, we do live in the same neighborhood, we smell the same coffee beans each morning, and we share the same zip code. The only difference between us is I do have an actual address here, she does not. Yes, she must have lived here much longer than me, she has a history in this town, a lot of the people would recognize her smiling spirit right away, yet she only occupies a corner in a street near a coffee shop most of the year. Everyone knows that space is hers, except the legal papers. Where are you from? The question may seem so simple, but regardless of how many times I am asked the answer has never been so easy for me each time I am asked, and I am asked very often. Belonging, identity, countries, tribes, bloodlines and borders are things that confuse me a lot, and for that I decided to do my thesis about them, trying to find an answer to a simple question, in a very complicated universe. I chose to study these matters through a transitional program, in a transforming neighborhood and for users who are in their most confused age; an international 6 boarding school in Dupont circle. / Master of Architecture

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The thesis analyses a previously untreated and unexplored treatise entitled De modulo studendi. It is located in ms. M I 357, kept in the Research Library in Olomouc, formerly from the Carthusian monastery in Olomouc. In the first part the problem of dating the treatise and the manuscript is discussed by analyzing the physical characteristics of the manuscript and its content. It seems likely that the manuscript was written sometime in 1450-1460's. The treatise itself seems to be written after 1456. In this section is also shown, how the medical part of the treaties depends directly on a set of medical prescriptions, called Recepta ac consila medica, which precede the treatise in the manuscript. In the second part the content of each chapter of De modulo studendi is summarized and commented. The treatise provides special advices on schoolbooks at the university level as well as the general advices for successful study. An edition of the selected parts of the treatise is also included in this work.

Thesis advisor: Boyd T. Coolman / Hugh of St. Victor impresses even the cursory reader of his great De Sacramentis Christianae Fidei with his tendency to "think in threes." Why does he do this? Is it significant? At the same time, common scholarly judgment holds that Latin theology, in focusing on the person and work of Christ, fails to give an adequate account of the Holy Spirit's role in Christian life. This accusation appears true of Hugh, whose relatively sparse references to the Spirit in, for example, the De Sacramentis are easily catalogued. After a brief introductory chapter, the second chapter of this dissertation exacerbates the problem of Hugh's relative silence about the Holy Spirit by exploring the Trinitarian resonance of his threefold thought: When one demonstrates that the terms of which many of these traids are composed either reproduce the Trinitarian relations or can be "appropriated" to Trinitarian persons, Hugh is recognized not simply as an impressively "triadic" thinker, but a resolutely "Trinitarian" one. How can so Trinitarian a thinker have such an underdeveloped pneumatology? Chapter two proceeds to discuss Hugh's use of the doctrine of appropriations, acquainting the reader with the way Hugh associates various concepts with the different members of the Trinity. The question of Hugh's threefold thought now provides an answer to the accusation of a truncated pneumatology: While Hugh's explicit mentions of the Spirit may be relatively sparse, his doctrine of the Spirit is surprisingly robust, once the pneumatic moments in the triads which structure his thought are identified and considered. The implicit nature of his pneumatology is not surprising, given his tendency to reserve the names of "Father, Son, and Spirit" to discussions of the immanent Trinity. To prepare the reader to uncover Hugh's "implicit" doctrine of the Holy Spirit in the life of the Christian, chapter three does the work of identifying pneumatological themes related to the human person. The second part of the inquiry, structured around Hugh's own description of his spiritual program, properly considers the role of the Holy Spirit in Christian life: One first reads and meditates, then prays, and then receives the grace to live the moral life, all in preparation for a final state of contemplation in which one enjoys the foretaste of eternal sweetness. Utilizing the above method for uncovering Hugh's implicit pneumatology, the Holy Spirit is found to be both "giver and gift" (dator et donum), advancing the believer through the first four steps while being the very gift finally received and enjoyed. Chapter four, on reading, concludes that the Spirit makes the Word's knowledge and wisdom present to the earthly reader. Chapter five examines the interplay between the Word and the Spirit in the act of prayer, in which the Spirit--who first makes the Word "incarnate" in sacramental-Scriptural and sacramental-liturgical signs--intensifies the believer's love for God through the prayerful use of these signs. Finally, chapter six demonstrates that the moral life is given by the Spirit who, in fifteen steps not explicitly attributed to the Spirit yet shown to be the work of the Spirit, makes Christ the Word incarnate present not just "in history" but in the very heart of the acting believer. The dissertation concludes with a reflection on whether the sweetness the soul now enjoys is understood as the "immanental gift" of the Spirit itself or is simply a gift appropriated to the Spirit, suggesting the former. / Thesis (PhD) — Boston College, 2015. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Theology.

Thesis advisor: Philip G. Altbach / The purpose of this study was to provide a scholarly baseline about the emergence of liberal (arts) education around the world. Liberal education is based on a philosophy that uses interdisciplinary curriculum to cultivate critical thinking, analytical skills, and a sense of social responsibility. Despite its Greek and 17th century Oxford/Cambridge roots, liberal education has long been considered a distinctly American tradition (Nussbaum, 1997; Rothblatt, 2003). Recently, however, interest in liberal education has been percolating outside the US. Programs and curriculum reforms have emerged in countries where specialized, career-focused postsecondary education has been the enduring norm. Very little is known about liberal education in places where it is a unique approach to undergraduate development. There is no comprehensive global research about the location and prevalence of liberal education programs, about the format and evolution of their development, about their accomplishments and challenges, or about the reasons why this education philosophy is being pursued in new milieus. Thus, this research was guided by the question: Where, when, how, and why has liberal education emerged globally? This study resulted in the Godwin Global Liberal Education Inventory (GGLEI), a database of 183 (non-U.S.) programs with 59 data points. Programs were selected for the inventory based on a hierarchical criteria analysis. Inventory data was collected online and came from primary sources published by the liberal education programs. Sources included program websites, course catalogues, strategic plans, accreditation certificates, and institutional agreements. The GGLEI was then analyzed in conjunction with disparate scholarly research, grey literature, and information from key informants. Findings include profiles of liberal education in Europe, Asia, the Middle East, Latin America, Africa, Oceania, and North America (Canada only). Results were organized around the topics of program location, founding date, public/private status, institutional affiliations, students/faculty, language of instruction, and gender. A liberal education rationale schema is proposed for understanding the reasons for liberal education's global development. Challenges and critical questions related to liberal education's evolution in new cultural contexts are suggested for future research. / Thesis (PhD) — Boston College, 2013. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

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