Thesis (Ph. D.)--Washington State University, May 2010. / Title from PDF title page (viewed on July 16, 2010). "Department of English." Includes bibliographical references (p. 117-122).

Thesis (D.A.)--Illinois State University, 1996. / Title from title page screen, viewed May 30, 2006. Dissertation Committee: Lawrence W. McBride, Niles Holt (co-chairs), Mohamad Tavakoli-Targhi, John Freed, William Archer. Includes bibliographical references (leaves 260-283) and abstract. Also available in print.

abstract: The purpose of this phenomenological hermeneutic study was to explore the meaning found in the lived-experience of producing scholarship for five higher education administrators from within the major areas of administration in higher education--academic affairs, business affairs, and student affairs--from a single research university in the western United States. In the historical and recent scholarship in and about the three fields of higher education administration, academic affairs, business affairs, and student affairs, one issue that has not been addressed is what it is like to produce scholarship as an administrator. Current scholarship in the field helps administrative practice by focusing on the practice of administration; however, current literature did not provide an understanding of what it means to do scholarship as an administrator. Thus, the challenges and rewards of producing scholarship as a practicing administrator, creating the first step toward a possible new era in the practice of scholarship on college campuses, were explored in the this study. Individual semi-structured interviews were the primary source of data. The structured questions were used to set up the un-structured questions used to explore specific examples and instances pertaining to producing scholarship as an administrator. A three-step data analysis process was used to develop both an understanding of what scholarship means for each participant and an interpretation of the meaning of producing scholarship as a higher education administrator. Across all of the lived-experiences and the participants' varied scholarly endeavors, each administrator was more connected to education and contributed more to the educational environment by participating in scholarly activities. The administrators were found to be more connected to the people within the university, their own field of practice, and with the university itself. / Dissertation/Thesis / Ed.D. Higher and Postsecondary Education 2011

Please note: Editorial Studies works are permanently embargoed in OpenBU. No public access is forecasted for this item. To request private access, please click on the locked Download file link, and fill out the appropriate web form. / This critical edition collects all of R. P. Blackmur's published poems for the first time, gives authoritative texts, and represents the first authoritative critical edition of R. P. Blackmur's poetry. The edition records all variants from Blackmur's published poems in an Apparatus Criticus, and includes the most comprehensive bibliography of Blackmur's publications made to date, containing vastly more entries than any previous bibliography. A critical commentary discusses at length the relationship between Blackmur's criticism and his poetry, and places his poetry within the context of the critical dialogue of the time in which he lived and worked. / 2031-01-01

This study explores faculty theories of service-learning as a teaching methodology in higher education. While there has been considerable increase in the understanding of how service-learning positively impacts students, there is a shortage of research on faculty experiences utilizing service-learning pedagogy. Because it is known that faculty involvement and commitment is essential to implementing groundbreaking forms of curricula and pedagogy, this research seeks to better understand faculty perspectives of campus community collaboration in service-learning partnerships. The study investigated faculty engaged in service-learning and used a multiple case study design involving descriptive qualitative methods rooted in faculty perspectives utilizing constant comparative analysis and coding in the tradition of grounded theory. Data consisted of interviews, course materials, and documents related to community placement protocol at one large Pacific-Northwest university. Findings across five research questions, which supported previous studies, established that faculty utilizing service-learning pedagogy are motivated by their adherence to values of social justice, individual awareness of positive student outcomes, and dedication to civic responsibility by meeting community defined needs through educational practices. Two new findings, which can augment the research literature, are (a) the perceived role that institutionally supported outreach to the community could play in restoring public trust, exhibiting genuine awareness of community need, and benefiting the overall credibility of the institutional mission and (b) the identification of faculty tacit theories of why community partners fade away during the student placement and perceived best practices for addressing the problem. Faculty’s identification of perceived barriers to implementing and sustaining service-learning pedagogy supported previous research and suggested a new finding that while excellence in pedagogical practices existed within the institution, lack of a centrally supported mechanism for collaboration may have thwarted growth of innovative and beneficial strategies. Research-to-practice suggestions include prospective policy implications for faculty who utilize service-learning in courses or would like to cultivate the professional potential to include a scholarship of engagement into their teaching strategies. Faculty theories of best practices and policy improvements for service-learning pedagogy delineated in the study have potential utility for entities who develop, initiate, organize, and support innovative campus community collaboration.

This dissertation considers the ethical and methodological challenges that the transformative movements of Indigenous resurgence present to political theory scholarship’s ways of telling, giving accounts of and accounting for, Indigenous politics. It takes experiences of the grassroots mobilizations of Idle No More in the winter of 2012-13, deemed a flashpoint political event and perceivable as an appearance of resurgence in Canada’s settler-dominated public spaces, as impetus to confront these challenges. It describes the discursive and epistemological reorientations advocated by Indigenous theorists and activists on resurgence, away from external recognition and toward regeneration of traditional and decolonial lifeways and intellectual systems. This involves refusals of demands for the disclosure and intelligibility of Indigenous knowledges, practices and stories in these refigurative processes. It suggests these reorientations highlight and also disrupt a pervasive colonial drive to classificatory apprehensions of Indigenous peoples that deny their inherent rights and powers of self-determination and attempt their capture and reformation into governable subjects; meeting structural exigencies of settler-colonial dispossession and domination. It argues that addressing how political theory scholarship might capitulate to and reproduce this colonial apprehensiveness is a necessary critical project, but more so is articulating substantively how it might instead model resurgence’s reorientations. Resources to describe, analytically link and recount political action in these ways, balancing imperatives to theorize and tell with its risks and uncertainties, can be found in Indigenous storytelling principles, whose patterns can be aligned with certain sublimated threads in Euro-Western thought. This dissertation engages and begins to contribute to both endeavors. / Graduate / 2019-12-06

Despite Carl Gustav Jung’s acknowledgement of Albert Einstein’s influence on his thinking, and despite the significant number of studies into Jung’s interest in physics – and his collaboration with the theoretical physicist Wolfgang Pauli – so far there has been no thorough investigation into the connection between Jung and Einstein. This thesis researches the historical context of the relationship between Jung and Einstein, and the extent of Einstein’s influence on Jung’s concepts and system of psychology, and thereby redresses the balance of the theoretical argument about the intellectual influences on Jung from the field of physics. First, it explores the dynamics and importance of the relationship between the two men, and reconstructs the narrative of this connection. It identifies other key figures who played a mediating role between Jung and Einstein and investigates their involvement in conveying Einstein’s special and general theories of relativity to Jung as well as their part in the formation and subsequent deterioration of the relationship between Jung and Einstein. Secondly, this thesis analyses Einstein’s influence on Jung's reconceptualization of libido as psychic energy, and Jung’s employment of the theory of relativity in his writings, which culminates in his conception of the ‘psychic relativity of space and time’, the idea that underpins his theory of synchronicity.

abstract: This dissertation is both creative and scholarly, engaging in the technique of "narrative scholarship," an increasingly accepted technique within the field of ecocriticism. The project is framed by my experiences with Spanish and Latino actors as well as activists involved with the 15-M movement in and around Madrid. It takes a "material ecocritical" approach, which is to say that it treats minds, spirits and language as necessarily "bodied" entities, and creates an absolute union between beings and the matter that constructs them as well as their habitat. I apply the lens of Jesper Hoffmeyer's Biosemiotics, which claims that life is at its most essential levels a communicative process. In other words, I will explore how "all matter is 'storied' matter," as well as how the "semiosphere," which is an important concept in biosmiotics, signaling a semiotic environment that predicts and defines all biological bodies/life, the human, the plant and the animal as beings who are made of and involved in semiotic activity, can serve as a basis for union amongst all bodies and provide a model of cooperation rooted in "storytelling." My project aims to embody what Wendy Wheeler describes as ecocriticism's, "syntheses between the sciences and the humanities" It is my strong opinion that creative writing has the power to offer the general public insight into the reasons why new research in biosemiotics is so important to the work that activists are doing to raise awareness of how humans can live responsibly on the only planet that is our home. This will help readers of creative writing and cultural studies scholars understand why they ought to embrace science, especially in literary and cultural studies, as a path to better understanding of the role of the humanities in an increasingly scientifically oriented world. / Dissertation/Thesis / Doctoral Dissertation English 2016

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.

Mathematics of the Islamic medieval world is still not sufficiently studied. As a result, a goldmine of Islamic medieval books and materials lie unexplored. One manuscript that certainly deserves attention is al-Bāhir fi’l-Jabr (The Shining Treatise on Algebra) of al-Samaw’al ibn Yahya al-Maghribi, a twelfth century mathematician. Al-Bāhir fi’l-Jabr is a manuscript written in Arabic and has never been translated except for a few excerpts in French. The purpose of this study was to explore the mathematical and pedagogical contribution of al-Samaw’al through an analysis of al-Samaw’al’s mathematical techniques and methods in al-Bāhir fi’l-Jabr. Moreover, the treatise provides a precise description of the “arithmetization of algebra”, and gives an accounting of the original ideas of another mathematician, al-Karaji, whose original documents have been lost. To develop a comprehensive picture of al-Samaw’al’s mathematical techniques and methods in al-Bāhir fi’l-Jabr (and his contribution to algebra in particular) this research has been based mainly on a careful analysis of al-Samaw’al’s manuscript in MSS Aya Sofia numbered 2718 (116ff), stored in the Suleymaniye library (Istanbul, Turkey). This study of al-Bāhir fi’l-Jabr focuses on an overview of how al-Samaw’al dealt with signed numbers, exponents and polynomial operations. Furthermore, this study describes the al-Samaw’al’s “method of the tables,” certain algorithms he employed, as well as his work on the binomial theorem, binomial coefficients, and the tabular arrangement known today as Pascal’s triangle. Most importantly, the study attempts to show the pedagogical approaches of al-Samaw’al.