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The success of a school is primarily dependent upon leadership (Marzano, McNulty, and Waters, 2005). A principal's skills greatly impact teaching and learning; thus, the degree to which a school is successful depends on an effective leader with a vision for transforming a school. Research from the early 2000s until now suggests that a challenge exists for schools as they seek to decrease the achievement gap and attain success for all students, especially those in low-income areas (Brock and Groth 2003). In the Commonwealth of Virginia, Title I Schools are classified as 'highly distinguished,' 'distinguished,' 'focus,' or 'priority,' schools, based on standardized test performance. Highly distinguished and distinguished schools are identified as meeting or exceeding state and federal accountability measures, while focus and priority schools are schools with large gaps in student achievement between subgroups. The performance of the principal in schools identified as priority or focus is often at the center of school improvement. Principals are required to develop comprehensive school improvement plans and in some cases may be replaced or demoted if academic improvement is not achieved. The question at the center of this study is, what makes some high poverty schools more successful than others? The purpose of this study was to identify the skills and characteristics critically essential for principals tasked with leading Title I schools to high levels of achievement. Through a three round Delphi method, a panel of experts, to include college instructors, supervisors of principals and Title I school principals, reached consensus at 80% or higher identifying 12 skills and 8 characteristics deemed critically essential for Title I school principals leading students to academic success. Establishing a culture of high expectations, demonstrating knowledge of curriculum, instruction and assessment best practices, establishing a safe, caring and positive climate, and leading by example were among the top skills and characteristics identified by the expert panel. The skills and characteristics identified in this study support current research regarding effective school leaders. The findings and implementations could potentially serve as guidelines for human resources personnel, superintendents, supervisors, practitioners, and leadership preparation programs as they look to improve principal leadership in high poverty schools. / Ed. D.

The Title IX Coordinator is the chief administrator tasked with ensuring institutional compliance with Title IX, but scant literature exists about how Title IX Coordinators come to their role, how they gain the skills, competencies, and knowledge required to ensure institutional Title IX compliance, and how they juggle ethical considerations of fidelity, justice, autonomy, beneficence, and nonmalfeasance. The purpose of this study is to understand how TIX Coordinators make meaning of their role on campus and their role in institutional compliance with Title IX mandates. This qualitative research project uses a semi-structured interview protocol to enable participants to reflect on the skills, competencies, and knowledge they use to develop and implement policy change in their role, and in response to federal unfunded mandates, as well as the ethical considerations that they must balance in executing these duties. This research focuses on seven participants who are Title IX Coordinators at four-year institutions located in the United States. Findings indicate that Title IX Coordinators believe that they gain their skills and knowledge about being Title IX Coordinators from prior experiences, including their own childhood experiences. Participants believe that empathy, communication skills, and an ability to persevere are major competencies that Title IX Coordinators need to possess. Findings also indicate that participants exhibit strong fidelity to institutional compliance with TIX regulations and procedures, even when they may not fully agree with them. Findings also indicate that participants do not believe that the current Title IX regulatory scheme promotes justice, leading to a conclusion that, as currently constituted, the role of the Title IX Coordinator is impossible. This study also identifies some practice and policy areas future discussion and research. / Doctor of Philosophy / Title IX is a federal non-discrimination law that requires educational institutions receiving financial assistance from the federal government, often in the form of student loans and research grants, to ensure that their educational programs and activities are free from gender-based discrimination. Sexual assault on college campuses is viewed as an issue of gender-based discrimination because it can create an environment where individuals, regardless of their gender and gender-identity, are victims of sexual harassment in violation of Title IX. Through a series of guidance documents and federal rules, institutions are now required to have a Title IX Coordinator, a person who is in charge of ensuring compliance with Title IX. While still a relatively new role on college campuses, little research has been conducted about Title IX Coordinators, their roles, what types of skills they need, and how they approach their work. Seven Title IX Coordinators at four-year institutions in the United States were interviewed for this study. Analysis of these interviews found that Title IX Coordinators bring what they have learned from prior work and personal experiences to their work in Title IX and believe that their jobs primarily exist to ensure that their institutions are not sued for violating Title IX. Because participants believe that ensuring institutional compliance is expected to be their highest priority, they do not think that the current Title IX rules allow either people who are victims of gender-based discrimination, or those accused of engaging in gender-based discrimination, to receive any form of justice. This duty to serve and protect, in the face of a system that does not provide justice, leads to the conclusion that, as currently constructed, achieving the goals of Title IX on college campuses is impossible because the Title IX Coordinator is stuck in a system that does not achieve its ultimate goal: to eliminate, or at least reduce, gender-based discrimination and ensure access to education.

The purpose of this study was to compare school climate in a sampling of four Title I and four Non-Title I elementary schools in one school division in Virginia with varied accreditation statuses. The Organizational Climate Descriptive Questionnaire-Revised Elementary (OCDQ-RE), created by Hoy (1990) was utilized to measure school climate. The OCDQ-RE questionnaire were handed out during a regularly scheduled faculty meeting at each of the eight schools selected for the study. Of the 255 surveys that were distributed collectively, 165 participant surveys were collected for a return rate of 65%. In measuring school climate, the mean and standard deviation were computed for each of the six subtests of school climate: Supportive Principal Behavior, Directive Principal Behavior, Restrictive Principal Behavior, Collegial Teacher Behavior, Intimate Teacher Behavior, and Disengaged Teacher Behavior. These subtests were combined to determine teacher openness, principal openness and overall school climate. Descriptive and inferential statistics did not reveal significant differences in principal openness, teacher openness or overall school climate in schools of varying Title I and accreditation status. However, descriptive and inferential statistics revealed differences in component subtests of the OCDQ-RE. Specifically, a comparison of the standardized mean scores for each subset based on Title I status and accreditation status revealed some variations. Using inferential statistics, significant differences were found among school climate in the areas of supportive principal behavior, restrictive principal behavior and intimate teacher behavior. / Ed. D.

Die empirische Arbeit untersucht den interlingualen Transfer von französischen und deutschen Filmtiteln im vergangenen Jahrhundert. Sie basiert auf einem Korpus von 3.200 französischen Originaltiteln und ihren deutschen Neutiteln und schließt eine Forschungslücke der Filmtitelübersetzung für das Sprachenpaar deutsch-französisch. Im theoretischen Teil werden die text- und übersetzungswissenschaftlichen Grundlagen dargelegt. Filmtitel bilden eine eigene Textsorte, die unter Zuhilfenahme der Textualitätskriterien von de Beaugrande/Dressler spezifiziert wird. Anhand ausgewählter Beispiele aus dem Korpus werden maßgebliche Funktionen von Filmtiteln, wie Werbung, Information, Identifikation, Kontakt und Interpretation erörtert. Auf E. Prunčs Translationstypologie basieren jene fünf Strategien, die bei der Übertragung von französischen Filmtiteln in den deutschen Sprach- und Kulturraum zum Einsatz kommen: Identität, Analogie, Variation, Innovation sowie hybride Formen. Ausführlich werden Übersetzungen von Umtitelungen abgegrenzt. Die Auswertung des Korpus ergibt, dass Titelinnovation die am häufigsten angewandte Strategie beim Titeltransfer im gesamten Untersuchungszeitraum darstellt, während Titelidentitäten am seltensten zum Einsatz kommen. Die Betrachtung kürzerer Zeitspannen zeigt gewisse Tendenzen auf, beispielsweise die deutliche Zunahme von Hybridtiteln in jüngster Zeit. Erstmals wird in dieser Arbeit das Phänomen der Mehrfachbetitelungen in verschiedenen deutschsprachigen Ländern aufgegriffen, indem nach Motiven für unterschiedliche Neutitel in Deutschland, der ehemaligen DDR und Österreich gesucht wird. Den Abschluss bildet eine Betrachtung der Filmtitel aus rechtlicher und ökonomischer Perspektive, denn zusammen mit ihren Filmen stellen Titel von hoher Kommerzialität geprägte Texte dar, und wie jedes Wirtschaftsgut erfahren auch sie eine präzise juristische Regulierung. / The empirical study is an analyse of the interlingual transfer of french and german movie titles of the past century. It is based on a corpus of 3,200 french original titles and their new german titles, closing a gap in the research of german and french movie title translation. The theoretical part introduces the basics of the linguistics of texts and translation. Movie titles are a specific kind of text, which is distinguished by the textual criteria of de Beaugrande/Dressler. By using choosen examples of the corpus the mainly functions of movie titles are displayed, as there are promotion, information, identification, contact and interpretation. There are five strategies, basing on the translation typology of Prunč, which are used whenever french movie titles were transferred into german language and culture: identity, analogy, variation, innovation and hybrid forms. The difference between translation and transtiteling is explained in detail. Results of the analytical part are that title innovations are the strategy most often applied when transferring titles, while title identities are used only rarely. The outcome of observing shorter periods is that there are different tendencies, like the significant increase of hybrid titles in the last decades. For the first time this study analyses multiple titles in different german speaking countries, searching for the motivation of alternative new titles in Germany, the former GDR and Austria. The final part is the juristical and economic consideration of movie titles, since motion pictures and their titles are a highly commercialised kind of text and therefore subjects of their corresponding laws.

Thesis advisor: Heather T. Rowan-Kenyon / The purpose of this study on university handling of Campus Sexual Assault (CSA) was to understand the experiences of Title IX Coordinators as key administrators in this work. CSA continues to be a pervasive problem, and the dialogue on campuses and externally is highly contentious. Guidance from the federal government, combined with a recent surge in lawsuits against universities, have created a precarious legal context for CSA that is exceedingly difficult for universities to manage. How institutions handle the array of moving parts with CSA is largely absent from the current literature. This study interviewed university Title IX Coordinators, who are responsible for overseeing the institutional response to CSA and therefore are uniquely positioned to offer insight into how universities are handling the problem and the internal and external factors that are playing a role. Sixteen interviews were conducted of Title IX Coordinators responsible for overseeing student CSA matters at NCAA Division I institutions. The research questions guiding this study included: (a) how do Title IX Coordinators handle and carry out their responsibilities related to CSA; what shapes the ways in which Title IX Coordinators handle their responsibilities related to CSA, and (b) how does university culture influence Title IX Coordinators’ work related to CSA? The theory that emerged from the data indicates that Title IX Coordinators have an array of complexities to navigate in their CSA work, stemming from an interplay of both internal and external pressures and factors, that can lead to a range of outcomes that are most often negative. Using grounded theory methodological procedures, a theory and visual model were generated to explain the interactions among the following components: Title IX Coordinator values and priorities; processes involved in CSA work; university culture and structure; collaboration with and management of university partners; the legal landscape and external context; and case outcomes and Title IX Coordinator impact. The theory has implications for policy, for Title IX Coordinators and universities, and for future research. / Thesis (PhD) — Boston College, 2019. / Submitted to: Boston College. Lynch School of Education. / Discipline: Educational Leadership and Higher Education.

Male survivors of sexual assault face increased mental health concerns due to commonly held beliefs and lack of quality services. College and university administrators, under guidance provided by the Office for Civil Rights and the Department of Education, must respond to all incidents of sexual misconduct, no matter the gender identity of the complainant or respondent. The purpose of this multiple case study was to investigate how the Title IX Coordinators at small colleges understand and implement governmental guidelines to decrease the secondary victimization experienced by male survivors by analyzing current policies and programs. Critical theory provided the conceptual framework for the study. The participants were 4 Title IX Coordinators employed by small colleges. Two participants were selected from a list of schools under investigation by the Office for Civil Rights and two from a random selection of all small colleges in the United States. Data collection occurred through semistructured interviews with Title IX Coordinators and a review of services provided to survivors of sexual assault. Analysis of the data included cross-case synthesis to identify emergent themes. Participants focused on the equality of services provided to all survivors; however, more focus should be placed on equity in services to overcome the oppression facing male survivors. Training involving the collegiate and surrounding communities may achieve the social change needed to support male survivors of sexual assault. Title IX Coordinators may act as catalysts of social change that begins on campus and expands to the surrounding community.

Thesis (Ph.D.) - Simon Fraser University, 2005. / Theses (Dept. of Political Science) / Simon Fraser University. Also issued in digital format and available on the World Wide Web.

Thesis (M. Geomatics Sc.) -- Dept. Geomatics, Univ. of Melb.

The presented diploma thesis deals with titles of films and TV serials made in anglophone countries or in their co-production, in which their titles were either translated from English to Czech, or possibly the original titles were presented to Czech viewers in original form. The thesis analyzes and classifies the structure of the original and translated titles, characterizes the linguistic means used in them and compares the two titles on the basis of the acquired knowledge. For the purpose of analyzing and comparing the titles, a corpus of titles obtained by an excerpt from the Czech-Slovak Film Database (ČSFD.cz), was created. Titles from the years 1990 to 2015 were placed into the corpus, and each year contains the same number of titles. In total, 625 titles of foreign films and TV serials which form the main corpus, and 200 titles of domestic films and TV serials which form the control corpus, were gathered. A short questionnaire illustrating title influence on viewers when choosing a film, is also part of this diploma thesis. Key words title, film, film title, film name, functions of title, translation, translation strategies, equivalency, recipient