Thesis (Ph. D.)--University of Wisconsin--Madison, 1975. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references (leaves 352-363).

Thesis (M.A.)--University of Missouri-Columbia, 2005. / The entire dissertation/thesis text is included in the research.pdf file; the official abstract appears in the short.pdf file (which also appears in the research.pdf); a non-technical general description, or public abstract, appears in the public.pdf file. Title from title screen of research.pdf file viewed on (January 11, 2006) Includes bibliographical references.

Originally presented as the author's Thesis (M.A.)--Ball State University, 1996. / Shipping list no.: 2004-0194-P. Includes bibliographical references.

Thesis (MMAS)--Command and General Staff College (CGSC), 2005. / Includes bibliographical references (p. 86-92)

Thesis (Ph. D.)--Ohio State University, 1972. / Includes bibliographical references (leaves 350-360). Available online via OhioLINK's ETD Center.

Thesis (M.B.A.)--Naval Postgraduate School, March 2007. / Thesis Advisor(s): Stephen L. Mehay, Kathryn M. Kocher. "March 2007." Includes bibliographical references (p. 95-97). Also available in print.

Thesis (Ph. D.)--University of Texas at Austin, 1999. / Vita. Includes bibliographical references (leaves 165-170). Available also in a digital version from Dissertation Abstracts.

No description available.

acase@tulane.edu / This dissertation explores medical schools as a key site for the production and distribution of the scientific race concept in the United States from the late colonial period up to the U.S. Civil War. Utilizing primary sources including medical student theses, lecture notes, and a variety of print sources, this project argues that medical students learned a distinct vision of the black body through medical pedagogy. In the northern colonies, medical schools created the template for exploiting enslaved bodies. Similarly, professors and their students helped construct a nascent white male professional identity, based upon attending medical schools, reading medical journals, and analyzing black bodies. During the antebellum period, the number of medical schools increased, and the relationship between medical and racial theory grew stronger. Medical and racial theory became entangled at three levels in medical education. First, medical professors discussed theories of the origin(s) of the human races in their classes. Second, medical and racial theories maintained a mutual relationship of influence in subjects including anatomy, disease transmission, and environmental health. Third, students approached African American patients in ways that reinforced their inferior social and supposed biological status, specifically in cases of dissection, experimentation, and plantation practice. Through life-threatening and non-therapeutic experiments, medical students treated African American patients as existing between animal test subjects and white humanity—a sort of medical chattel principle. Finally, during the antebellum period, the medical profession attempted to gain authority in American culture by staking a claim as biological arbiters over the meaning of blackness. / 1 / Christopher D. Willoughby

Thesis (Ph. D.)--Ohio State University, 1973. / Includes bibliographical references (leaves 112-118). Available online via OhioLINK's ETD Center.