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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
provided by the
Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 261 to 269 of 269 (0.028 seconds)| 261 |
A Matter of National Concern: The Kennedy Administration and Prince Edward County, VirginiaLee, Brian 27 July 2009 (has links)
A MATTER OF NATIONAL CONCERN examines the Kennedy Administration’s contribution to the restoration of public education in Prince Edward County, Virginia, and determines if those actions support the dominant narrative of Kennedy’s overall civil rights record – a historical assessment generally generated from a few acute crises. For five consecutive years (1959-1964), in defiance of federal court orders, the county board of supervisors refused to levy taxes to operate public schools, marking Prince Edward County as the only locale in the nation without free public education. The county leadership organized a segregated private school system for the 1,400 white children, but afforded no formal education for the 1,700 African American students. The Kennedy Administration inherited the Prince Edward County school situation – a crisis that threatened to cripple a generation, and, if replicated, destroy public education. In the Prince Edward County school dilemma, the Kennedy Administration took proactive measures, proved sympathetic to the plight of African Americans, challenged Virginia’s congressional delegation, and appointed federal judges that supported President Kennedy’s civil rights agenda. The Prince Edward County story generally, and the federal government’s actions specifically, have been virtually overlooked by historians. A MATTER OF NATIONAL CONCERN challenges scholars to re-evaluate the Kennedy Administration’s civil rights record by including all of the civil rights events of the Kennedy years, thus developing a thorough, comprehensive assessment. A MATTER OF NATIONAL CONCERN is the product of the study of unpublished archival documents, oral histories, interviews, newspaper reports, and secondary sources. This work was created using Microsoft Word 2003.
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Perspective vol. 18 no. 1 (Feb 1984) / Perspective (Institute for Christian Studies)Vos, Jack, Zylstra, Bernard, Wolters, Albert M., Gousmett, Chris, VanderVennen, Robert E., Vanderkloet, Kathy 26 March 2013 (has links)
No description available.
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Perspective vol. 15 no. 1 (Feb 1981) / Perspective: Newsletter of the Association for the Advancement of Christian ScholarshipSweetman, Roseanne Lopers, Thompson, Henriette, Zylstra, Bernard, VanderVennen, Robert E. 26 March 2013 (has links)
No description available.
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Collaborating in the electric age: [onto]Riffological experiments in posthumanizing education and theorizing a machinic arts-based researchStevens, Shannon Rae 05 February 2021 (has links)
Collaborating in the Electric Age: [onto]Riffological Experiments in Posthumanizing
Education and Theorizing a Machinic Arts-Based Research is a study about locating
opportunities and entry points for introducing consideration of the nonhuman and posthuman to pedagogical perspectives that are traditionally concerned with human beings and epistemological subjects. The research, herein, engages doings in collaborative effort, during conditions of unprecedented interconnectedness facilitated by the electric age. Steeped in a environment thus created by technologies’ immense ubiquity and influence, this collaboration endeavours to recognize their full research participation, alongside that of humans.
This research presents collaboratively conducted, published inquiries that have been coauthored by myself and fellow doctoral candidate Richard Wainwright. Each facilitates, then attempts to articulate ways to decentre the human in educational contexts, beginning with our own human perspectives. As exercises in broadening our considerations of the life forms, matter, and nonhuman entities that surround humanity, this research prompts us to recognize much more than what humanity typically acknowledges as existing, given the anthropocentric frameworks it has constructed. We reorientate the nature of these relationships—posthumanizing them—and in doing so, disrupt our own thinking to work something different than our circumstances have hitherto informed us to consider. We have co-developed a study and conducted research in collaboration with human and nonhuman research participants.Five nationally and internationally published co-authored journal articles, a book chapter, and five intermezzos (short “observational” pieces) comprise this study that explores collaboration and recombinatoriality during “the electric age” (McLuhan, 1969, 10:05).
Recognizing humanity’s increasingly inextricable relationships with technologies, this
collaboratively conducted study draws into creative assemblage Gilles Deleuze and Félix
Guattari’s philosophical concepts; new materialism as cultural theory; the prescient observations
and predictions of Marshall McLuhan and a media studies curriculum he co-developed over forty
years ago; arts-based research; museum exhibitions; features of music production such as
sampling, mashup, remix, and turntabling; among many other notes and tones. A conceptually
developed riff mobilizes our inquiries as “plug in and play,” while its academic study is theorized
as [onto]Riffology. Ontological shifts beget a machinic arts-based research (MABR) that
develops a posthuman critical pedagogy inspired by Negri and Guattari (2010). Collaborating in
the Electric Age: [onto]Riffological Experiments in Posthumanizing Education and Theorizing a
Machinic Arts-Based Research celebrates collaborativity, discovery, and learning during the
electric age. / Graduate / 2023-01-07
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Rhetoric or reality : US counterinsurgency policy reconsideredTodd, Maurice L. January 2015 (has links)
This study explores the foundations of US counterinsurgency policy and doctrine in order to better understand the main historical influences on that policy and doctrine and how those influences have informed the current US approach to counterinsurgency. The results of this study indicate the US experience in counterinsurgency during the Greek Civil War and the Huk Rebellion in the Philippines had a significant influence on the development of US counterinsurgency policy and doctrine following World War II through the Kennedy presidency. In addition, despite a major diversion from the lessons of Greece and the Philippines during the Vietnam War, the lessons were re-institutionalized in US counterinsurgency policy and doctrine following the war and continue to have significant influence today, though in a highly sanitized and, therefore, misleading form. As a result, a major disconnect has developed between the “rhetoric and reality” of US counterinsurgency policy. This disconnect has resulted from the fact that many references that provide a more complete and accurate picture of the actual policies and actions taken to successfully defeat the insurgencies have remained out of the reach of non-government researchers and the general public. Accordingly, many subsequent studies of counterinsurgency overlook, or only provide a cursory treatment of, aspects that may have had a critical impact on the success of past US counterinsurgency operations. One such aspect is the role of US direct intervention in the internal affairs of a supported country. Another is the role of covert action operations in support of counterinsurgency operations. As a result, the counterinsurgency policies and doctrines that have been developed over the years are largely based on false assumptions, a flawed understanding of the facts, and a misunderstanding of the contexts concerning the cases because of misleading, or at least seriously incomplete, portrayals of the counterinsurgency operations.
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Paul Verhoeven, media manipulation, and hyper-realityMalchiodi, Emmanuel William 01 May 2011 (has links)
Does the individual really matter in the post-modern world, brimming with countless signs and signifiers? My main objective in this writing is to demonstrate how this happens in Verhoeven's films, exploring his central themes and subtext and doing what science fiction does: hold a mirror up to the contemporary world and critique it, asking whether our species' current trajectory is beneficial or hazardous.; Dutch director Paul Verhoeven is a polarizing figure. Although many of his American made films have received considerable praise and financial success, he has been lambasted on countless occasions for his gratuitous use of sex, violence, and contentious symbolism--1995s Showgirls was overwhelmingly dubbed the worst film of all time and 1997s Starship Troopers earned him a reputation as a fascist. Regardless of the controversy surrounding him, his science fiction films are a move beyond the conventions of the big blockbuster science fiction films of the 1980s (E.T. and the Star Wars trilogy are prime examples), revealing a deeper exploration of both sociopolitical issues and the human condition. Much like the novels of Philip K. Dick (and Verhoeven's 1990 film Total Recall--an adaptation of a Dick short story), Verhoeven's science fiction work explores worlds where paranoia is a constant and determining whether an individual maintains any liberty is regularly questionable. In this thesis I am basically exploring issues regarding power. Although I barely bring up the term power in it, I feel it is central. Power is an ambiguous term; are we discussing physical power, state power, objective power, subjective power, or any of the other possible manifestations of the word? The original Anglo-French version of power means "to be able," asking whether it is possible for one to do something. In relation to Verhoeven's science fiction work each demonstrates the limitations placed upon an individual's autonomy, asking are the protagonists capable of independent agency or rather just environmental constructs reflecting the myriad influences surrounding them.
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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A Pedagogy of Holistic Media Literacy: Reflections on Culture Jamming as Transformative Learning and HealingStasko, Carly 14 December 2009 (has links)
This qualitative study uses narrative inquiry (Connelly & Clandinin, 1988, 1990, 2001) and self-study to investigate ways to further understand and facilitate the integration of holistic philosophies of education with media literacy pedagogies. As founder and director of the Youth Media Literacy Project and a self-titled Imagitator (one who agitates imagination), I have spent over 10 years teaching media literacy in various high schools, universities, and community centres across North America. This study will focus on my own personal practical knowledge (Connelly & Clandinin, 1982) as a culture jammer, educator and cancer survivor to illustrate my original vision of a ‘holistic media literacy pedagogy’. This research reflects on the emergence and impact of holistic media literacy in my personal and professional life and also draws from relevant interdisciplinary literature to challenge and synthesize current insights and theories of media literacy, holistic education and culture jamming.
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Johann Friedrich von Uffenbach. Sammler – Stifter – Wissenschaftler / Johann Friedrich von Uffenbach. Collector - Donor - ScientistMeyerhöfer, Dietrich 28 January 2020 (has links)
No description available.
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