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The purpose of this study was to determine the obstacles and motivators Evelyn Thompson Lawrence addressed in her thirst for lifelong learning and desire to share that learning through her life stories. The researcher also sought to understand how everyday events played a role in the outcome of Lawrence's life. More than just observing major events, the researcher considered ways the smallest moments made an impact on Lawrence's continued desire for learning. This study evolved through Lawrence's accounts. By allowing this African American woman, who was a lifelong Appalachian, to explore her past and present, a wide array of experiences emerged that would provide a more holistic view of a lifelong learner. The interviews with Lawrence were both video- and audio-taped to ensure proper acquirement of Lawrence's life stories told in narrative form. In addition to the interviews, Lawrence provided numerous primary documents such as awards, photographs, news clippings, and books to add a deeper dimension to the portraiture. To verify the information Lawrence provided, three subjects who had connections with Lawrence in specific areas of her life were interviewed. The interviews from this qualitative research with Lawrence and the secondary subjects were transcribed, coded, and considered for emergent themes. Three distinct areas appeared as the portrait of Lawrence's life was painted through her life stories: her connections to her family, her profession and academics, and her community. Through this research the researcher recognized that history was a factor in motivating Lawrence to become a lifelong learner, and there was a connection between research results on the characteristics of lifelong learners and the characteristics exhibited by Lawrence. Her desire to acquire knowledge, both formal and informal, continues to this day. Future studies might include provisions for the needs of the lifelong learner and the importance of looking at the individual's life in its entirety as a means for determining how best to nurture a love of learning as an adult. Throughout this research it became apparent that the adult could find meaning from the past and motivation for the future through life stories.

In 1508 Albrecht Dürer, famed German printmaker and Nürnberg citizen, was commission by Jakob Heller of Frankfurt to paint a large altarpiece for a new church. The Heller Altarpiece was the second commission of the printer since his training in Venice, Italy (1504-1507) to paint like an Italian master. In order to prepare for such a commission, Dürer spent over a year creating drawings of black ink and white chalk on blue Venetian paper to serve as inspiration for the large painting. However once the painting was complete, the artist held onto these ink and chalk drawings as part of his personal collection of art. It is from this group of drawings, that the now iconic Betende Hände had its start. Today the image of two praying hands is appropriated for posters, pins, headstones, and even tattoos. The original context as a personal drawing kept by the artist, Albrecht Dürer, is completely divorced from its contemporary use. It is thesis's argument that Betende Hände was not only a very personal drawing for Dürer, but also a moment of self-fashioning, metaphorical experimentation, and abstract self-portraiture. Rather than simply representing prayer, Dürer's Betende Hände captures his desire to become like unto Christ. The composition appears simple, but upon further inspection reveals a unique quality and form borrowed from the Gothic architecture of the German Hallenkirche. The fingers extend vertically like rib vaults from the palms only to touch at the points giving the hands an overall triangular composition. With this drawing, Dürer experimented with his metaphorical self beyond any other point in his career, and becomes like Christ. Only the form of Christ that Dürer choose after which to fashion himself was the architectural form of Christ or the Gothic Church. Therefore this thesis will trace the emergence of Dürer's metaphor of body as architecture via the cultural environment of pre-Reformation Germany and popular religious texts that related the body of the worshipper to the church form. As a result, Betende Hände gives unique insight into the identity of a Catholic Dürer.

African-American male students are systematically forced to confine themselves to the social construct that European-American society has developed for them. Actions, behaviors, and words that communicate this message spread both interracially and intraracially within schools and affect African-American males tremendously in terms of their identity development and personal well-being. While many studies examine the overt forms of racism and more obvious microaggressions that African-American male students encounter in their schooling, few look at the deep-seated forms of racism that are less noticeable but that have a disastrous psychological impact on these students. This study shows the effects on the psyche and development of the three African-American male students involved as they retrospectively recount their secondary school experiences. Portraiture is used to capture each participant’s story accurately and clearly while critical race theory is interwoven throughout as theoretical framework for this research. Using both critical race theory and portraiture, a complete examination of how racism occurs within schools and its effects on African-American males is shown.

Rosary devotion has long been considered a "female-centered" religious practice. Despite this correlation, no scholars have investigated the relationship between women and the rosary. In this thesis I attempt to fill that void by examining a range of meanings the rosary held for laywomen in late fifteenth- and early sixteenth-century Northern Europe, c. 1470 to c. 1530. Using a theoretical framework informed by materialism, gender theory, and Marian theory, my thesis argues that beyond its usual associations with indulgences, the rosary also signified prayers for conception and safe childbirth. In reciting prayers to the Madonna, laywomen spiritually and mystically projected themselves into the narrative of the Virgin's pregnancy, desiring to bear a child as Mary bore Christ.To explicate the relationship between women and the rosary, my thesis considers a variety of rosary images: female donors with their prayer beads, Andachtsbilder portraying the Christ Child holding and playing with a string of beads, images of the Holy Kinship, instructive prints from rosary manuals, and early family portrait scenes. As a whole, these images suggest that the rosary symbolized a budding womb, a wife's ideal piety, the desire for children, the maternal qualities of the Virgin, and an amulet to assuage the rigor of childbirth. Lastly, my thesis considers the rosary as religious jewelry. By looking to several examples of women depicted with ornate rosaries, my thesis argues that laywomen wore beads to elevate their status and to emulate the aristocracy. Moreover, wearing rosaries and/or being painted with one's rosary allowed for a public pronouncement of one's private piety. For women, then, wearing a rosary was another way in which they could enter into the public devotional realm. In arguing that the rosary was perceived by women as a blossoming vine, as a piece of religious jewelry, and as an aid in childbirth, I hope to have contributed new ways of understanding this multivalent devotional tool, and to have opened new avenues for others to consider the rosary beyond its usual associations with prayer counting and indulgences.

The study aimed to explore the perceptions of primary caregivers as they manage their child’s transition to kindergarten. The study used a mixed-methods explanatory sequential design consisting of two phases. In phase 1, 64 primary caregivers of children transitioning to kindergarten completed the Kindergarten Caregiver Perceptions survey. Phase 1 participants were recruited from K-Camp, a program designed to support families and children during the transition. Descriptive statistics were analyzed to identify the concerns of caregivers, investigate their desired information and support, examine their involvement in transition activities, and understand caregivers’ perceived level of self-efficacy in managing their child’s transition to kindergarten. Additionally, quantitative data was used to analyze the relationship between caregivers’ previous experience managing the transition, their feelings toward school, and their concerns, involvement, and self-efficacy in managing their child’s transition to kindergarten. Phase 2 participants were selected using maximum variation sampling from phase 1. Six caregivers participated in one-on-one interviews about their perceptions of their child’s transition, focusing on their experiences, self-efficacy in managing their child’s transition, involvement, and the impact of COVID-19 on their child’s readiness for kindergarten. Quantitative findings imply that caregivers have few concerns regarding their child’s transition to kindergarten; desire information that relates to kindergarten expectations to help in preparation efforts; are more likely to be involved in low-intensity, whole-group transition activities; and are less likely to be involved in individualized transition support practices. In general, caregivers feel confident and supported as they manage their child’s transition to kindergarten. Statistical analyses revealed a significant negative correlation between caregivers’ previous experience and their concerns, as well as a significant positive correlation between caregivers’ previous experience and self-efficacy and between caregivers’ feelings toward school and self-efficacy. Qualitative findings, presented as narrative portraits, preserve the unique personal qualities within each case and explain in detail the rich facets of caregivers’ experiences. The current study illustrates the need for schools to form early relationships with caregivers to understand their situation, assess their needs, and identify barriers so that targeted support can be provided to families as needed.

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The Space in Between: An Exploration of the Transition From Military Service to Life as a Homeless Female Veteran Abstract By Dana M. Howard University of the Pacific 2023 There are 18.2 million U.S. military veterans (U.S. Department of Commerce, 2021) and approximately 200,000 active-duty, reserve, and National Guard service members will become veterans each year (U.S. Department of Labor, n.d.). Before becoming veterans, these military members were performing duties in service to their country (Duty Periods Defined, n.d.). Due to a planned or unplanned event, military personnel must transition from uniformed members to civilian citizens. This transition process can be characterized as disorienting, complex, or difficult for service members as they leave the service (Anderson & Goodman, 2014; Hachey et al., 2016; Keeling, 2018; Zogas, 2017). The congressionally mandated transition assistance program (TAP) was designed to help service members transition back to civilian life (Department of Labor, 2018). Despite support from the TAP, an estimated 33,129 veterans were unhoused in January of 2022, and of this number approximately 10.4% were females (de Sousa et al., 2022). Though the overall estimate for homeless veterans decreased by 11% from the 2020 count, the estimated number of unhoused female veterans increased by 10% (de Sousa et al., 2022). Some research has been conducted about homeless female veterans (Conard et al., 2021; Kenny & Yoder, 2019; Spinola et al., 2020), but not much is known about the space in between military service and becoming unstably housed. This study shares portraits and findings from interviews with nine female veterans and offers recommendations for improvements in support programs that might help a future generation of female veterans as they leave the military.

Following his assassination in September of AD 96, Domitian was penalized with post-mortem memory sanctions. These kind of sanctions are often portrayed by both modern scholars and ancient historians as being implemented relatively uniformly in all of the cases of emperors who were subject to these sanctions. This applies both to the actual body of sanctions which were implemented by the senate, and the enthusiasm with which the populace followed them. While there is some commonality in the levying of sanctions between all condemned individuals, it is important to understand the differences between them in order to comprehend how each was viewed in his own time. In the case of Domitian, the senate punished him with heavy sanctions, and the people obeyed them. However, there is not the same evidence of mob violence against his images by the people, which would prove a dislike for him outside of the political elite. By investigating the evidence for these sanctions in the ancient literary sources, as well as the physical evidence from both inscriptions and sculpted likenesses, a more clear picture than previously presented can be created of the public perception of his reign. Also, this thesis evaluates the kind of messages that Nerva wanted to send by the way in which he condemned Domitian. Nerva’s history as loyal to the Flavians seems to conflict with his succession on the same day as the murder and the sanctions he put in place against his predecessor. The way in which he chose to deal with the memory of his predecessor is demonstrative of his successful attempt at distancing himself from the previous dynasty. Therefore, a study of the sanctions can both provide information about the perception of the condemned, which has since been lost, and also illustrate the policies of the next regime. / Thesis / Master of Arts (MA) / In Ancient Rome, when an emperor or political figure was assassinated, often the Roman senate would levy sanctions against anything which recalled the memory of the condemned individual, for example, inscriptions and portraits. Some of these sanctions were voted for the emperor Domitian following his assassination in AD 96. By examining the physical evidence of these sanctions in the case of Domitian, some information can be gleaned about the execution of this kind of legislation in general, and how it was specifically done in the case of Domitian. By examining the ancient literary accounts, inscriptions, and sculpted likenesses of this emperor, the extent of these sanctions, as well as the motivations of those ordering them and carrying them out, can be established. In particular, the motivations of his successor, Nerva, in establishing these laws and the sentiments of the people towards Domitian are considered.

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