This biography is a testament to one man's courage and resolve in the struggle for equality of opportunity. The Reverend Charles Kenzie Steele, despite threats from segregationists, harassment from law enforcement and economic reprisals, never wavered in his commitment to the cause of civil rights in Florida and the nation. Steele's contributions to the success of the Civil Rights Movement have, prior to this study, never been completely documented. C. K. Steele provided leadership in one of the most turbulent periods in American history. The Tallahassee bus boycott began in May, 1956, as a spontaneous student protest. Steele emerged as the leader of a city-wide protest involving most of the local African-American community. As president of the Tallahassee Inter-Civic Council, Steele conducted a successful desegregation campaign of the city transit system. The ICC also provided vital assistance to the Congress of Racial Equality (CORE) led campaign against segregated public accommodations, housing and schools in Leon County. Because of Steele's influence, the two civil rights organizations conducted the campaign without serious discord. Steele's ability to inspire cooperation was an invaluable asset to the South's primary civil rights organization, The Southern Christian Leadership Conference. Steele was one of the founders of SCLC, and served as its first executive vice president from the organization's inception until his death in 1980. SCLC, led by the Reverend Doctor Martin Luther King, Jr., coordinated most of the civil rights activity in the nation. As a member of its governing body, Steele played an active leadership role in every major civil rights campaign in the South between 1956 and 1968. Steele's role in the Civil Rights Movement has been determined by careful examination of archival materials, his personal correspondence, and interviews with individuals who knew him personally. These materials provide a portrait of a Christian minister wholly dedicated to the cause of justice.

A large body of evidence suggests physical activity is inversely associated with several cardio-metabolic risk factors among children and adolescents. Despite these health benefits, a majority of youth are not meeting the physical activity guidelines set forth by the USDHHS. Schools have been identified as an ideal vehicle for interventions; however, research evidence indicates school-based interventions are not effective at increasing outside of school physical activity. Goal setting may be a potential effective strategy for increasing physical activity among youth; however no previous studies have examined the effects of goal setting on cardiorespiratory fitness and physical activity in middle school students. Therefore, the purpose of this study is to evaluate the effects of a S.M.A.R.T. goal setting and self-monitoring intervention on fitness and physical activity in middle school students. Two middle schools in Tallahassee, FL participated in this study. One school served as the intervention and the other served as a delayed intervention measurement only control. The students in the intervention school completed a one-time S.M.A.R.T. goal setting lesson. During the lesson, students were taught the definition of a goal, the importance of goal setting, and how to set S.M.A.R.T. goals. As part of the lesson, students completed a S.M.A.R.T. goal setting worksheet. The objectives of the worksheet activity were to teach students the concepts of S.M.A.R.T. goal setting and to apply this knowledge by creating personal fitness goals. Student fitness goals were entered into an interactive website that acted as a self-monitoring tool. Before and after the intervention, participating students completed a survey assessing student demographics, physical activity, and physical activity self-efficacy. Cardiorespiratory fitness levels, assessed by the PACER test, were also measured pre and post. Betweengroup differences in post-test scores, adjusted for baseline levels, were assessed for statistical significance using ANCOVA. Additional covariates included gender, race/ethnicity, grade level and weight status. After adjustment for baseline levels, students in the intervention school exhibited significantly higher PACER laps in comparison to the control school ((F[subscript (1,257)] = 58.0) p<0.0001)). The PACER scores in intervention school increased from 40.6 laps to 45.9 laps while the PACER scores in the comparison school decreased. There were no significant between-group differences for physical activity or self-efficacy Although these results require replication in larger studies using a group randomized study design and objective measures of physical activity, the results suggest that teaching students about S.M.A.R.T. goal setting may be a potentially effective strategy for increasing fitness in middle school students and worthy of further investigation / Graduation date: 2013

Thesis (M.S.)--Florida State University, 2005. / Advisor: Dr. Marilyn J. Young, Florida State University, College of Communication, Dept. of Communication. Title and description from dissertation home page (viewed Sept. 27, 2005). Document formatted into pages; contains ix, 113 pages. Includes bibliographical references.

"Since 'religious adjustment is part of the person's total adjustment,' the writer believes that an investigation of the nature of the religious problems which trouble college students might be of some value to those who are concerned with the satisfactory life relationships of undergraduates. The writer also believes that a knowledge of the sources which students seek for help with their religious problems might contribute to a better understanding of students as they attempt to adjust to encountered difficulties. Consequently, the present investigation was undertaken to discover the nature of the religious problems of undergraduate students at Florida State University and to determine the sources sought by students for help with such problems. No attempt was made to find the cause of any problem nor the reason for the absence of problems. No evaluation of the effectiveness of the counseling which students indicated they had received was attempted"--Introduction. / Typescript. / "March, 1952." / "Submitted to the Graduate Council of Florida State University in partial fulfillment of the requirements for the degree of Master of Science." / Advisor: H. F. Cottingham, Professor Directing Paper. / Includes bibliographical references (leaves 74-75).

Thesis (Ph. D.)--University of Texas at Austin, 2006. / Vita. Includes bibliographical references.

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Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2004. / Includes abstract and vita. Includes project proposal. Includes bibliographical references (leaves 132-140, 60-67).

Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2004. / Includes abstract and vita. Includes project proposal. Includes bibliographical references (leaves 132-140, 60-67).

Thesis (D. Ed. Min.)--New Orleans Baptist Theological Seminary, 2004. / Includes abstract and vita. Includes project proposal. Includes bibliographical references (leaves 132-140, 60-67).

All-American interrogates J. Hector St. John de Crevecoeur’s definition of “American" in the 1782 text, Letters from an American Farmer, which inspired the Eurocentric, sexist and heterosexist ideals girding the notion of what is now called the “American Dream." Mainstream media project narratives that suggest that the ideals in Crevecoeur’s epistles have been fully extended beyond his narrow scope in the Obama era. All-American, however, offers poetry that illuminates modern and contemporary instances in urban and rural settings of racism, colorism, gender bias, ability discrimination and homophobia thwarting this idealistic worldview. Its formal and free verse explores the journey of four generations of one family as members grapple with discrimination, disability and disease and interrogates the heteronormativity and racism that girds the faith to which they cling. Whereas many contemporary poets eschew the confessional in storytelling, All-American employs it unabashedly. Moreover, All-American is interested in language poetry, not only that which plays with various Englishes but also with the languages that color them, that percolate under the surface. It aims to make music of these dialogical languages, these inexorable narratives. It lets the dead and dying tell their stories, which are no less American, though they are unpopular in an America racing to rid itself of past shame. All-American faces the shameful things Americans can do to one another and celebrates humans’ innate will to thrive, love and die with dignity—with hopes of inspiring dialogue and healing that will make American ideals more accessible to those on the periphery. / Master of Fine Arts