This dissertation analyzes the education of Muslim leaders in accredited North American institutions. Currently, the only accredited programs that train Muslim leaders in the United States and Canada are Protestant Christian seminaries. Based on ethnographic research conducted at Hartford Seminary (Hartford, Connecticut), Emmanuel College of Victoria University in the University of Toronto (Toronto, Ontario), and Bayan Claremont (Claremont, California), I analyze the impact of multifaith educational models on the development of North American Muslim leaders, such as Muslim chaplains, pastors, and spiritual caregivers. I examine the various rationales provided by the institutions in question for the establishment of Muslim leadership training programs at Christian seminaries, as well as Muslim students’ justifications for studying at these institutions. Subsequently, I argue that these programs depend on multiple forms of “translation” that render members of distinct religious traditions comprehensible to one another. These multifaith programs require translations of space in order to accommodate the practical needs of members of diverse religious backgrounds, and to generate experiences of inclusivity. I also examine curricular translations, specifically focusing on translations of “the spiritual,” given the centrality of the concept within the professional field of chaplaincy. Finally, I analyze translations of debates about gender and authority in Islam into multifaith classrooms. These various negotiations make apparent that the burdens of translation are not equally shared. Within the Protestant milieus in which these Muslim leadership programs take shape, the work of Muslim students is ultimately framed and evaluated within a setting where Christianity provides the overwhelming “logic” of the field. This dissertation thus reveals the inculcation of norms of Muslim authority that align with liberal Christian values, including but not limited to: religious individualism, spirituality (versus legalism), democracy, non-hierarchical forms of authority, ecumenism, and interfaith relationship-building.

The purpose of this study was to determine the learning styles of Doctor of Physical Therapy (DPT) students and associate degree Physical Therapist Assistant (PTA) students and identify any association between their learning styles and examine the association between gender and age by learning style. Participants included 337 DPT and PTA students attending CAPTE accredited institutions with doctoral DPT or associate PTA programs in Tennessee and southwest Virginia. The Felder (1996) and Soloman Index of Learning Styles (ILS) was used to determine learning style preferences within 4 learning style dimensions (active-reflective, sensing-intuitive, visual-verbal, and sequential-global). Demographics included program of study, gender, age, ethnicity, and highest level of education. Participants were 18-63 years (mean age 25.87, standard deviation 5.62, median age 24); 205 (60.8%) DPT students, 132 (39.2%) PTA students; 205 (60.8%) female, 132 (39.2%) male. Five research questions with 20 null hypotheses were evaluated using Cross-tabulated tables with frequency counts, percentages, and chi square tests. Statistical significance was established using an .05 alpha. Only 1 null hypothesis was rejected (Ho51: There is no difference in the active-reflective learning style among PTA students by age). There was no significant difference between the learning styles of DPT and PTA students. Participants were found to be balanced on the active-reflective dimension, sensing on the sensing-intuitive dimension, visual on the visual-verbal dimension, and balanced on the sequential-global dimension; preferences were toward the active, sensing, visual, and sequential learning styles. This study demonstrated that DPT and PTA students have a balanced learning style with a strong preference toward active, sensing, visual, and sequential. Therefore, teaching methods should provide an instructional environment that addresses these learning style preferences. The student’s awareness of his or her learning style will enable the learner to capitalize on strengths and develop areas of weakness. This ability to employ effective learning strategies will equip an individual for the challenges of his or her chosen profession and lifelong learning.

Classroom-based projects are insufficient, in of themselves, when preparing students for positions in the digital media field today. David Kolb and Roger Fry argue that effective learning entails the possession of four different abilities: concrete experience, reflective observation, abstract conceptualization and active experimentation.2 Encouraging students to participate in community-based projects outside the classroom can help build the necessary skill sets in learning how to work in a real-world environment. Community-based learning teaches the student on three distinct levels: intellectually, socially, and emotionally including feelings, values, and meanings. Digital Media students should involve themselves in community projects to exercise their skills and broaden their experience. Working on community-based projects allows them to build their portfolio while affording the opportunity to start working under the constraints of actual projects with timelines and budgets. Students learn what an individual’s time is worth, what mistakes can cost, and how to deal with a client. Students also learn how to manage a real world project with deadlines. This paper describes our approach in having students come together to enhance their digital media skills by contributing in the development of a community-based animation festival. This paper also addresses how students learned to plan and manage a festival event while working with a community-based organization.

The HOPE Scholarship began in the State of Georgia in 1993 and is a statewide, merit-based scholarship program for postsecondary students. The program is fully funded by the revenues received from the state’s lottery program, the Georgia lottery, which disproportionately receives contributions from minority and low-income populations. Using logistic and OLS regression analysis this research investigates the distributional equity of the HOPE Scholarship by comparing the award receipts of postsecondary students in Georgia. The study found that the race, ethnicity, immigrant generational status, first generation college student, and financial independence have a negative impact on the likelihood of a student receiving the HOPE Scholarship. The findings also suggest that HOPE Scholarship recipients who are black or African American, first generation college students, and those with financial independence receive less overall funding than those without these qualities. These results provide sound evidence that the HOPE Scholarship, a merit-based program targeted at helping to reduce educational disparities, may be failing to reduce higher education inequities in the state. Given the established relationship between education and future economic success, these types of merit-based, state-wide programs may inadvertently exacerbate existing disparities. Recommendations include a mandated program analysis to promote accountability among program administrators, policymakers, and the greater public.

Two centuries after the printing press was invented, the first scholarly journal appeared in 1665. Less than two decades after the journal went online, the digital format is reshaping scholarly communication rapidly. We are moving quickly towards an open system of scholarship, and from a Western heritage of print scholarship to a future of global knowledge, a shift driven by the communications revolution. This thesis provides data describing the size and growth of the universe of scholarship, its global reach, how much of it is accessible free of charge on the internet and the rate at which that share is growing. Open Access together with development programs aimed at reducing price barriers to subscription journals have vastly increased the possibilities for accessing research in the South. The relevance to globalization and development is explored conceptually and revealed in the results.

Two centuries after the printing press was invented, the first scholarly journal appeared in 1665. Less than two decades after the journal went online, the digital format is reshaping scholarly communication rapidly. We are moving quickly towards an open system of scholarship, and from a Western heritage of print scholarship to a future of global knowledge, a shift driven by the communications revolution. This thesis provides data describing the size and growth of the universe of scholarship, its global reach, how much of it is accessible free of charge on the internet and the rate at which that share is growing. Open Access together with development programs aimed at reducing price barriers to subscription journals have vastly increased the possibilities for accessing research in the South. The relevance to globalization and development is explored conceptually and revealed in the results.

Enterprise resource planning (ERP) projects, a type of complex information technology project, are very challenging and expensive to implement. Past research recognizes that escalation, defined as the commitment to a failing course of action, is common in such projects. While the factors that contribute to escalation (e.g., project conditions, psychological, organizational, and social factors) have been extensively examined, the literature on deescalation of projects is very limited. Motivated by this gap in the literature, this research examines deescalation, that is, on breaking the commitment to the failing course of action with a particular focus on ERP projects. This study is organized as a single-case study of a complex ERP project that was undertaken after a merger of two organizations. It examines how the project team members’ sensemaking is implicated in deescalation. Applying sensemaking as a theoretical lens, this engaged scholarship research contributes to practice by providing recommendations on how to better manage ERP project deescalation. It contributes to theory by providing a nuanced understanding of ERP project deescalation through project team members’ sensemaking activities.

This thesis analyses the Machiavellian concepts of cunning, cruelty and opportunism as well as self-determination and individualism with regard to the major characters in Christopher Marlowe&#039 / s plays, The Jew of Malta, The Tragical History of Doctor Faustus and Tamburlaine, Parts 1 and 2. The thesis then examines these characters&#039 / scales of achievement as individuals who challenge the established order. Finally, the thesis clarifies whether these characters are theatrical representatives of the Renaissance individual or not. Therefore, this paper primarily revolves around the analysis of the five concepts and how they give shape to the characters.

Inaug.-Diss.--Bonn. / Lebenslauf. "Verzeichnis der benutzten Werke": p. 100-104.

Current policies and traditions regulating the dissertation process are responsible for a devaluation of dissertations and fail to recognize the economic and technological developments wrought by the emerging Internet. Some of the problems with the current process involve ideology, such as the insistence that dissertations be single-authored, original, and owned by someone. Others involve adherence to traditions that no longer serve a useful purpose, such as forcing authors to conform to a format better suited to a printed book than an online project. Finally, economical considerations such as the costs involved with purchasing and training authors to use advanced technology and an overall resistance to technology are inhibiting the evolution of the dissertation and stifling progress.