Although nearly forty years of research has revealed and confirmed practices related to developmental student success, many developmental programs have failed to provide effective intervention. In an effort to organize for developmental student success, Tyler Junior College restructured its developmental program to reflect the needs of their underprepared students and research proven best practices. In one year, they were able to document dramatic results in improved student success. The purpose of this research was to understand the experiences of those involved in changing this developmental program and to generate a theory which explained how they improved the program’s effectiveness. Three basic research questions guided this information gathering process: 1. What were the experiences of the administrators, faculty and support staff in improving a developmental education program? 2. What were the relationships among the experiences of the administrators, faculty and support staff in improving a developmental education program? 3. How did the perceptions of the administration, faculty and support services staff compare? By using the protocol of Interactive Quantitative Analysis, this case study provided an opportunity for those involved in making these changes to tell their stories. These rich descriptions of experiences and perceptions were synthesized into a theory that described how they improved the program’s effectiveness. When compared to related contexts, the results could be useful for making similar transitions elsewhere. / text

The Big Thicket National Preserve is located in the southern part of the United States. It is within the Pineywoods vegetation region of southeastern Texas. This study area was the Canyonlands Unit, a unit located entirely within Tyler County, Texas. This unit is one of the most recently acquired units within the Big Thicket National Preserve. It was acquired in 1993 and is composed of 1,476 acres. The purpose of this study was to make a complete list of all the vascular plant species within the Canyonlands Unit. The numbers of plant species within this unit were compared to three other units within the preserve that are relatively close to the Canyonlands Unit. The plant species within these units were compared on number of species that are native versus introduced, longevity, season of growth, plant type (woody versus herbaceous), plant group (monocots, dicots, gymnosperms, ferns) and upland versus wetland plants based on region six wetland indictor values. The wetland plant species were compared among themselves as the number of obligate species versus facultative wetland plant numbers. This study also shows the number of invasive and weedy species within the Canyonlands Unit. Along with determining the number of plant species and comparing those with the number of species in the other units, a Cluster Analysis and Indicator Species Analysis was conducted on the woody vegetation within the Canyonlands Unit in order to determine woody plant communities. These analyses were conducted by using the statistical software, PC-ORD.

In recent years, much attention has been given to the question of whether content externalism is compatible with an account of self-knowledge maintaining that we have an epistemically privileged access to the content of our propositional mental states. Philosophers who maintain the two are incompatible (incompatibilists) have put forward two majors types of challenge, which I call - following Martin Davies - the Achievement and Consequence Problems, which aim to demonstrate that self-knowledge cannot be reconciled with externalism. These challenges have spawned a great deal of literature, and a diverse range of arguments and positions have emerged in response. In this dissertation, I intend to focus on examples of these different avenues of response, and show how none of them are adequate. In the first chapter, I lay the groundwork for the debate, setting up how externalism and self-knowledge are to be understood, and outlining both the incompatibilist challenges as well as the available responses to them. In the second chapter I examine these responses in more detail, concluding finally that the best available response is Tyler Burge's. Burge has two arguments that together establish his compatibilist position. First, he shows that even if externalism is true, our judgements about our occurrent thoughts are immunejrom error. This establishes that our judgements about our thoughts must be true. Second, he offers a transcendental argument for self-knowledge, arguing that our access to our mental states must be not only true, but non-accidentally true, in a way sufficient for genuine knowledge. This establishes that we possess the correct epistemic entitlement to our thoughts. In the third chapter, I argue Burge's arguments do not, in fact, give us good reason to suppose externalism and self-knowledge to be compatible. This, I argue, is because B urge relies upon a transcendental argument, which, in this context, cannot establish that we have self-knowledge if externalism is true. All it establishes, I argue, is that we do possess self-knowledge. And this is insufficient to establish that externalism and self-knowledge are compatible. / KMBT_363 / Adobe Acrobat 9.54 Paper Capture Plug-in

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The purpose of this paper is an attempt to show the development, growth, and some of the outstanding accomplishments with methods used in control of communicable diseases in Tyler's School Health Program from 1931-1944.

The problem of this study is that of developing a speech and drama program for Tyler State College which is consistent with the philosophical framework of the college as well as with the scope of upper-division institutions in Texas as stated by the Coordinating Board, Texas College and University System. Emphasis is placed on the matriculation of students from junior colleges within commuting distance of Tyler.

This study explores the relationship of Royall Tyler's The Contrast with Richard Brinsley Sheridan's The School for Scandal, to determine whether Tyler used The School for Scandal as a model for The Contrast. Chapter I contains a statement of the problem and an introduction to the historical importance of Tyler and The Contrast. Chapter II discusses the theatrical background of Tyler and the city of Boston. Chapter III includes a brief history of Sheridan and an examination of The School for Scandal. Chapter IV compares The Contrast with The School for Scandal. Chapter V presents conclusions drawn from the evidence examined in Chapters III and IV. The Contrast is not an imitation of The School for Scandal, though both contain elements of similarity.

Within the scope of this thesis, I provide close textual and visual readings of director/actor/producer Tyler Perry's most well-known character, Mable "Madea" Simmons -- a performance he does in full female drag attire -- focusing on his mainstream hit film, Madea Goes to Jail (2009). My reading of the character of Madea veers against the common narrative her existence being just another recycled trope of men disguised as women only to perform in stereotypical and demonizing behavior. I argue Madea represents what I refer to as a "trans*female character", within the space of Perry's popular film that feature her. Read through the lens of being trans*female character, I propose this shift in analysis and critique of cinematic displays of drag helps to transgress beyond male/female binaries of acceptable and possible visual gender representations. More in-depth, using the theoretical concept of Gwendolyn Pough's "bringing wreck", I make the argument that while ostensibly representing the "angry black woman" stereotype, Madea's characterization and actions within the film represent strategies and efforts to not be contained within hegemonic ideals of black female respectability politics and the law efforts to put her behind bars. By "bringing wreck", Madea's fictional acts of violence and talking back are read as a strategy that reflects a historical trend of misrecognition that renders black women's concerns and discontent with marginalization as irrational anger. / text

Since the 1950s, composers worldwide have explored the use of the trombone in new and exciting ways, from expanding the functional range of the instrument to creating unique timbres through the use of mutes and extended techniques. Since then, many standard works in the literature have been born from this pushing of the envelope from composers like John Cage, Luciano Berio, Iannis Xenakis, and Daniel Schnyder. On the forefront of the newest crop of composers expanding the voice of the trombone is Tyler Kline (b. 1991). This project will function as a formal analysis and performer’s guide to his 2015 work render for bass or tenor trombone and fixed electronics. Through examination of this music, as well as a discussion with the composer and performances of this work, the performer will gain insight into the inspirations behind this work, Kline’s compositions on the whole, as well as performance considerations for this work. In addition to the performance guide, a recording of render, as well as several other works of Kline’s, will be produced and released as an album through New Branch Records in Lexington, KY.

In this thesis project, I investigate the drama of Perry and introduce his dramaturgy into the academic landscape. As the critical discourse is shifting towards the realm of popular culture, we must begin to locate several discourses at work in the drama of quite possibly the most popular, visible, and financially successful African American playwright of the twenty-first century, if not of all time. Drawing on gender and queer theory, I offer a theoretical discussion about subversive and non-subversive drag acts, and I question the degree to which Perry appropriates drag in a politically liberating or constraining manner. Moreover, I examine the gender and sexual politics in Madea’s Family Reunion to illustrate the ways in which I read Perry as offering a very conflicted dialectic between activist aspirations and oppressive tendencies, particularly in regard to questions of safe feminist spaces, motherhood, female self-sufficiency, female self-definition, domestic violence, and homosexuality.