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: "Substituting a New Order"; Documents in the New York Public Library for the Performing Arts, Library of Congress, and Fogelman Library at the New School for Social Research demonstrate Henry Cowell's tireless efforts on behalf of dissonant counterpoint, a systematic approach to using dissonance based on subverting the conventional rules of counterpoint that has heretofore been exclusively attributed to Charles Seeger. From the mid 1910s to the mid 1960s Cowell – who is better known for developing extended techniques for the piano, promoting and publishing ultra-modern music, and teaching world music courses – was actively involved in the development and dissemination of dissonant counterpoint through his composing, writing, and teaching. During his studies at the University of California, Berkeley from 1914 to 1917, Cowell participated in the early development of the technique as evidenced by exercises written in his personal notebook. From the late 1910s to the mid 1950s he discussed the method in his book New Musical Resources, several published articles, and program notes for three 1926 concerts in the United States and Europe. Cowell also shared dissonant counterpoint with his colleagues, many of whom used the technique in their compositions and also advocated on its behalf, including John J. Becker, Johanna Beyer, John Cage, Ruth Crawford, Vivian Fine, Lou Harrison, Wallingford Riegger, and Carl Ruggles, to name only a few. Cowell's teaching not only included private lessons but also extended to his college classes, which reflects a much wider dissemination of the compositional method than scholars have previously thought. Jeanette B. Holland's class notes from Cowell's 1951 "Advanced Music Theory" course at the New School provide further insight into dissonant counterpoint and Cowell's classroom teaching. Finally, Cowell used the technique in compositions that span nearly fifty years of his career and encompass a variety of genres. In contrast to characterizations of the composer as an undisciplined bohemian, the picture of Cowell that emerges from these newly discovered archival documents reveals a systematic and tenacious theorist and composer, who valued tradition and advocated the practical application of new theoretical ideas. Additionally, dissonant counterpoint, which is often eclipsed in historical surveys of twentieth-century music by better-known compositional techniques such as Arnold Schoenberg's twelve-tone method, was in fact an essential tool for American composers during the first half of the twentieth century and used in a variety of musical works., Submitted Note: A Dissertation Submitted to the College of Music in Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy., Degree Awarded: Spring Semester, 2010., Date of Defense: March 3, 2010., Keywords: Archival Studies, Music History, Musicology, Music Theory, UC Berkeley, Stanford University, Peabody Conservatory, Columbia University, Frank Wigglesworth, James Tenney, Gerald Strang, Alan Stout, Dane Rudhyar, Bernard Herrmann, Arthur E. Hardcastle Lehman Engel, Richard Donovan, Paul Creston, James Cleghorn, Carlos Chávez, Norman Cazden, Merton Brown, Henry Brant, Jose Ardévol, New Music Quarterly, Modernist, Modernism, Avant-Garde, Ultramodern, Bibliography Note: Includes bibliographical references., Advisory committee: Denise Von Glahn, Professor Directing Dissertation; Neil Jumonville, University Representative; Douglass Seaton, Committee Member; Michael Buchler, Committee Member.

: "Teach the Children Well"; ABSTRACT Service-learning is a pedagogy that challenges students to create important connections between curricular content and their community. Experts in the field of early childhood education enthusiastically support learning opportunities and activities that underscore meaningful student involvement; purposeful collaboration; experiential learning; and socially constructed knowledge. Although service-learning provides a means by which to address these constructivist goals, there exists little research on the practice with preschool aged children. This qualitative case study investigates the practice of service-learning in the preschool classroom, how it can be implemented, how young children respond to it, and whether or not it adequately addresses the learning and developmental needs of this age group. The study chronicles the story of nineteen Voluntary Pre-Kindergarten students and their teacher as they experienced the practice of service-learning for the first time. Data was collected and analyzed over a ten week period in the fall of 2011. The data suggests that service-learning provides a valuable means to address the learning and developmental needs of preschool aged children. Additionally, it was discovered that the children in this study received the greatest benefit from service activities that provided high levels of community involvement and a great deal of exposure to the physical aspects of the projects. Moreover, the data provided evidence to support the notion that preschool aged children require frequent and intentional scaffolding from more competent others in order to make meaningful connections between curricular goals and service projects., Submitted Note: A Dissertation submitted to the School of Teacher Education in partial fulfillment of the requirements for the degree of Doctor of Philosophy., Degree Awarded: Summer Semester, 2012., Date of Defense: June 29, 2012., Keywords: Preschool, Service-Learning, Bibliography Note: Includes bibliographical references., Advisory Committee: Diana Rice, Professor Co-Directing Dissertation; Vickie Lake, Professor Co-Directing Dissertation; Robert A. Schwartz, University Representative; Ithel Jones, Committee Member; Angie Davis, Committee Member.

: "Teaching in the Eyes of Beholders"; The purpose of the present study was to investigate Preservice Teachers' (PT) reasons for teaching and their beliefs about teaching. Specific reasons of PTs for entering the teaching career, and typologies (clusters) of PTs based on their reasons for teaching were investigated. Further, across the clusters of PTs, their beliefs about teaching were examined, in the context of PTs' understanding of their goals to become teachers. Mixed methods were used for data collection: survey and interviews. Participants were undergraduate students enrolled in the EDF 4210 Educational Psychology and EDF 4430 Classroom Assessment courses for the Spring semester 2007. The study was conducted in two phases. In the first phase, 215 participants completed a survey about PTs' demographic data, PTs' reasons for teaching and their beliefs about teaching. An initial quantitative analysis of participants' responses for the Reasons for Teaching Questionnaire (RTQ) was made using factor analysis and cluster analysis to establish groups/clusters of individuals displaying similar patterns regarding their reasons for teaching. For the second phase of the study, a selected number of participants (n=25) from the three clusters were recruited for an in-depth interview. The purpose of the interviews was to explore more deeply PTs' understanding of their goal to become a teacher, as well as similarities and differences across the clusters. Overall, the study results indicated a variety of reasons for teaching and beliefs about teaching expressed by PTs in their survey and interview responses. Survey results indicated six main categories of reasons (i.e., factors) as influential to PTs' career choices. These were reasons related to PTs' identity issues, reasons related to PTs' subject matter, reasons related to PTs' meaningful relationships, reasons related to the teaching job benefits, reasons related to PTs' holistic views of profession and reasons related to job opportunities through teaching. Three different clusters of PTs were obtained by conducting a cluster analysis, and specific reasons were found to be relevant for each cluster as related to their teaching career choices. One-way analysis of variance (ANOVA) and post hoc tests, conducted to further explore the differences across clusters of PTs regarding their beliefs about schooling and beliefs about the teaching career, showed significant differences across the three clusters of PTs. The interview results provided more support to understanding the interplay among PTs' motivation and beliefs about teaching in the context of their understanding of the teaching goal development. A grounded theory model was developed to represent PTs' understanding of their teaching goal development as related to four major categories: Motivators, Beliefs, Context, and Strategies. Results from this study showed that PTs' understanding of their goal development was related to different types (or combination) of motivators for teaching, specific beliefs about the teaching career, all these applied to a specific context (i.e., past school experiences, emotions etc). How PTs perceived themselves as teachers, and how they perceived teaching represented a major influence in their career choices. Research from this area can bring a significant contribution to understanding PTs' beliefs in connection with their reasons for teaching as related to their attitudes toward teaching and their future professional practices. From this perspective, the issue of teacher education quality programs can be addressed, and stress the importance of studying PTs' views of teaching as related to their future instructional practices. Findings from such research may also bring a contribution to understanding motivational aspects for continuing teaching and job satisfaction, and indirectly may provide support to understanding various teacher attrition issues., Submitted Note: A Dissertation submitted to the Department of Educational Psychology and Learning Systems in partial fulfillment of the requirements for the degree of Doctor of Philosophy., Degree Awarded: Degree Awarded: Spring Semester, 2008., Date of Defense: Date of Defense: November 5, 2007., Keywords: Motivation, Teacher Education, Beliefs, Bibliography Note: Includes bibliographical references., Advisory committee: Jeannine E. Turner, Professor Directing Dissertation; Stacey Rutledge, Outside Committee Member; Alysia Roehrig, Committee Member; John Keller, Committee Member.

: "That Inimitable Art"; "That Inimitable Art": Magic in Early Modern English Culture examines representations of magical practitioners and their beliefs and practices as they appear in a variety of canonical and non-canonical early modern cultural productions. Drawing on the practice theory of De Certeau and Bourdieu, as well as on Keith Thomas's important work on early modern magic, I elucidate literary and historical moments in which magical practices appear as practices, consider magical discourse in relation to other early modern discourses, and explore ways in which magical identities were constructed (by others), performed (by the subject and by the community), and even actively sought, appropriated, and shaped (by the subject). In chapter one, I look at intersections between discourses of poverty and witchcraft, by way of Marlowe's Doctor Faustus, Nashe's Pierce Penniless His Supplication to the Devil, and Middleton's The Black Book. I argue that Middleton's pamphlet highlights the economic foundations of early modern cultural attitudes about witches and rogues and revises the rhetoric of witch and rogue pamphlets, showing the subjects of each in a more sympathetic light. In chapter two, I investigate representations of women workers of magic in Fletcher and Massinger's The Prophetess, Edmond Bower's Doctor Lamb Revived, or witchcraft condemn'd in Anne Bodenham, and Jonson's The Alchemist. I assert that in both Fletcher and Massinger's play and in Bower's pamphlet, women practitioners of magic display features typically associated with the male magus, but whereas the magus is associated with privilege and leisure, these women are involved in active labor—they use their magic to earn a living. In chapter three, I suggest that we broaden our understanding of the emergent public sphere in early modern culture to include "possession events," or moments in which communities gathered to witness the magical practice of possession, whether divine or demonic. It was amid such events that women prophets like Anna Trapnel emerged as public figures. This chapter considers Trapnel's and John Milton's experiences and representations of divine possession, their self-fashioning and emergence as public prophets, and their interactions and engagements with magical discourse and practices, and reveals ways in which gender was simultaneously limiting and enabling for each as they negotiated their public and prophetic identities. Chapter four turns from divine to demonic possession as I discuss plays such as Jonson's Volpone and The Devil is an Ass, Shakespeare's Twelfth Night, and Rowley, Dekker, and Ford's The Witch of Edmonton in light of contemporary beliefs about possession. I demonstrate that stage representations of possession are ambiguous and do not necessarily disable belief, even if they satirize it. While chapter four emphasizes the possibility of belief, chapter five focuses on skepticism as it is expressed in Thomas Middleton's mock-almanacs and mock-prognostications, as well as in his invocation of the genre in dramatic works like No Wit / Help Like a Woman's. I argue that Middleton's several contributions to the popular genre reveal the author playing with its conventions and expressing a distinctive skeptical impulse. I thus close this study by looking at this other strand of magical belief—that is, anti-magical belief—and consider its relationship with the beliefs considered in the previous chapters. Together, these chapters turn our attention to important but understudied early modern texts; they emphasize the overlap among religion, magic, and science; and they complicate the Enlightenment narrative that tells the tale of benighted Renaissance culture giving way to eighteenth-century rationality. If the seventeenth century eventually saw a decline in magic, it also saw the coexistence and confluence of magic and skepticism, religious belief and reason, superstition and science. This study acknowledges such convergences and illuminates the persistent and complex role of magic in the production of early modern culture., Submitted Note: A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy., Degree Awarded: Summer Semester, 2009., Date of Defense: March 2, 2009., Keywords: Rogue Literature, Witchcraft, Prophecy, Demonic Possession, Almanacs, English Renaissance Literature, Bibliography Note: Includes bibliographical references., Advisory Committee: Bruce Boehrer, Professor Directing Dissertation; John Corrigan, Outside Committee Member; Gary Taylor, Committee Member; Daniel Vitkus, Committee Member; Nancy Warren, Committee Member.

: "That's the Way We've Always Done It"; Most historical accounts of women in Baptist life describe women's roles as both restricted by the conservative orientation of the denomination yet slowly expanding and progressing. Baptist women in ministry have found creative ways to work within Southern Baptist denominational boundaries while still negotiating leadership roles and positions. After fundamentalists took over the denomination in 1979, women have been forced to redefine both their personal identities and their relationships with the denomination. The 15 years following the fundamentalist takeover were a time of chaos, confusion, and uncertainty for women. Some abandoned the denomination, but the majority anticipated that their situation would improve. Because fundamentally aligned leaders have held complete control of denominational boards and agencies since 1995, more and more women have decided that working in connection with the Southern Baptist Convention is no longer an option. Contemporary histories narrating the experience of moderate Baptist women in ministry need to take into account the complete ways women have responded to their ambiguous status within Baptist life and culture. In the current moment, Baptist women are seeking new institutional models while still adhering to a private Baptist identity. Recent writings by Baptist women in ministry explain their status and identity through reconstructing Baptist heritage. The analysis of moderate Baptists histories and specific publications that address women in ministry, such as the Baptist women in Ministry's newsletter Folio and collected narratives from forty-plus women, reveal that amongst the voices a general theme emerges which illustrates shared, characteristic patterns of contradiction. For instance, women generally have stayed connected to Baptist principles, such as local church autonomy and the priesthood of believers and have fashioned an identity from the influence of Baptist missions educational programs and mentors. The dynamics of individual beliefs and practices often belie denominational boundaries and a southern evangelical status quo. Nevertheless, because Baptist women have worked within these contradictory dynamics for decades, they constantly negotiate their positions and trap themselves in a culture shaped by incongruity. Despite impediments, women in ministry still have hope that they will be accepted and supported within Baptist life. They tell stories of a glorious past, of times of trial, and of hope that their individual narratives will be a source of change for other women. These women have not refused to recognize to recognize the past, but they have failed to concede that their heritage has been unkind to them and that Baptist history has never demonstrated collective change. Baptist women in ministry continue to hope for the advancement of women within the context of Baptist life. The myth of progress becomes a substantial part of their identity. In a culture and heritage where women remain in an obscure position, women in ministry attempt to create a usable past relevant to contemporary women in Baptist life, while sometimes misreading their history as progressive. This study explores the key dynamics of their identity as shaped by patterns of contradiction that contribute to a mythologized Baptist heritage and ensnare women in a consistent narrative of incongruity., Submitted Note: A Thesis submitted to the Department of Religion in partial fulfillment of the requirements for the degree of Master of Arts., Degree Awarded: Degree Awarded: Fall Semester, 2003., Date of Defense: Date of Defense: September 10, 2003., Keywords: Women in Baptist Life, Baptist Identity, Baptist Women, Bibliography Note: Includes bibliographical references., Advisory committee: John Corrigan, Professor Directing Thesis; Amanda Porterfield, Committee Member; Amy Koehlinger, Committee Member.

: "There Are No Small Intelligences"; Theatre educators have an obligation to the theatre arts, but more importantly, they have an obligation to educate their students. All too often, school arts programs are deemed less important than the imperative subjects of reading and mathematics. In actuality, these arts programs add alternative dimensions to student education, cultivating the personality behind the brain. Because of the importance of the arts, theatre educators must pride themselves on their ability to educate, keeping up with educational research as well as studies in theatre and creative dramatics. By tapping educational resources, theatre educators can ensure effective and productive classrooms. One educational theory, Howard Gardner's Theory of Multiple Intelligences, is particularly well-suited to the theatre classroom. The theory states that, although student intelligence is typically determined based on verbal and mathematical skills, students may possess various categories of intelligence, which often remain unmeasured. These intelligences include: verbal-linguistic, logical-mathematical, visual-spatial, bodily-kinesthetic, musical, intrapersonal, interpersonal and, most recently, natural. Because of the various elements encompassed in theatre arts, students with any combination of these intelligences could benefit from the study of theatre. In this paper, I begin by examining theatre education today, based on Gardner's framework. By looking at specific practitioners and their methodologies, I determine the trend of theatre education and how it can best utilize the multiple intelligences. From this point, I divide theatre education into two age ranges: elementary and secondary. I propose suggestions for incorporating Gardner's theory in both instances, citing applicable exercises and games. For the purpose of this thesis, I focus specifically on linguistic, musical,spatial and intrapersonal intelligences. This thesis is constructed to present the benefits of using Gardner's Theory in the theatre classroom and to guide teachers through its implementation., Submitted Note: A Thesis submitted to the School of Theatre in partial fulfillment of the requirements for the degree of Master of Arts., Degree Awarded: Spring Semester, 2003., Date of Defense: April 4, 2003., Keywords: Theatre Education, Educational Theory, Bibliography Note: Includes bibliographical references., Advisory Committee: Laura Edmondson, 1970-, Professor Directing Thesis; Carrie Sandahl, Committee Member; Emil Joseph Karioth, Committee Member.

: "This Ain't Gringoland"; This thesis examines the portrayal of the Salvadoran Civil War in two popular U.S. films, Salvador (1986) and Romero (1989). Using a variety of sources as well as the films, this thesis is a cultural study of the images and words used by the filmmakers to render El Salvador recognizable to American audiences. The study focuses on both the ideology of the filmmakers as well as the development of historical characterizations in the films. The findings of this study demonstrate the role of individual bias in representing foreign others as well as the ways in which perpetual stereotypes of Latin America are employed in American cinema. This study, in addition to demonstrating the historicity of the films herein discussed, also situates the portrayal of historical events within the larger context of the Cold War and the Salvadoran Civil War., Submitted Note: A Thesis submitted to the Department of History in partial fulfillment of the requirements for the degree of Masters of Arts., Degree Awarded: Spring Semester, 2007., Date of Defense: April 2, 2007., Keywords: El Salvador History, U.S.-El Salvador Foreign Relations, Bibliography Note: Includes bibliographical references., Advisory Committee: Robinson Herrera, Professor Directing Thesis; Matthew Childs, Committee Member; Max Friedman, Committee Member.

: "To Set Himself in Glory Above His Peers"; This thesis examines the ways that Augustinian and Petrarchan poetics and philosophy both influenced and frustrated the author of Paradise Lost, for John Milton's works in many ways represent a culmination of the linguistic and moral angst of Augustine and Petrarch, especially in their obsession with the power of rhetoric, a desire for linguistic permanency and power, and the divided consciousness of Western male subjectivity. Indeed, the enduring rhetorical command of Milton's Satan in particular, 350 years after his literary creation, attests to the cultural and psychological potency of the model of suffering masculinity. The first chapter locates both Augustinian and Petrarchan influence and religious anxiety in Milton's shorter, earlier poems including his Italian sonnets; the second chapter explores the ways that Milton's elegy, Lycidas, both imitates and rejects Petrarchan and classical tropes; the third chapter explores these ideas in Paradise Lost, especially the ways that the character of Satan embodies Milton's views on rhetoric and poetry. The end result will be a fuller appreciation of the anxiety that a modern, Christian poet, heir of Augustinian and Petrarchan poetics, displays through his art, especially the conflict between the desire for linguistic glory and permanency and a conviction that such ambition is inherently sinful according to Christian morality., Submitted Note: A Thesis Submitted to the Department of English in Partial Fulfillment of the Requirements for the Degree of Master of Arts., Degree Awarded: Fall Semester, 2005., Date of Defense: July 20, 2005., Keywords: Renaissance, Christianity, Augustine, Petrarch, Milton, poetry, Bibliography Note: Includes bibliographical references., Advisory Committee: Bruce Boehrer, Professor Directing Thesis; Daniel Vitkus, Committee Member; R. M. Berry, Committee Member.

: "To the Girl Who Wants to Compose"; Amy Marcy Beach (1867-1944) is best known as having been a child prodigy who became a successful pianist and America's most prominent female composer of her time. Her compositional education was based on a program of self-study, which emphasized memorization, listening, and a thorough study of masterworks as models. With this auto-didactic education Beach became one of the first American women to be regarded for composing musical works in large forms, when her Mass in E-flat, op. 5, was published in 1890. Beach was also an educator, although not in a traditional manner. At the request of her husband, she never took on students in composition or piano, and she only infrequently coached the students of other teachers. Yet through journal articles, music conference presentations, and contact with regional musical clubs, Amy Beach was able to give advice on piano performance and composition to students throughout the United States, independent of any educational institution or even a private studio. Within Amy Beach's writings, certain recurring ideas surface that represent some of her most strongly held musical values. These concepts may be traced both in the advice Beach gave to readers of her articles and audiences for her speeches, as well as in the subject matter and style of her compositions. Beach repeatedly emphasized that command of technical facility, balanced by musicality and sensitivity to the subject matter, was essential for both performers and composers. She also believed that an American-based musical education could be just as complete as one received in Europe, with the added benefit of nurturing the American identity of the student musician. Additionally, she encouraged American composers to find musical inspiration in American folk tales, historical events, and literature. Beach demonstrated her musical values in the products of her own compositional career, and she set an example for young musicians and composers in her piano pieces for students., Submitted Note: A Thesis submitted to the College of Music in partial fulfillment of the requirements for the degree of Master of Music., Degree Awarded: Summer Semester, 2013., Date of Defense: May 30, 2013., Keywords: American Music, Amy Beach, Auto-didactic, Mrs. H. H. A. Beach, Pedagogy, Piano, Bibliography Note: Includes bibliographical references., Advisory Committee: Douglass Seaton, Professor Directing Thesis; Charles E. Brewer, Committee Member; Vicki McArthur, Committee Member.

: "Total Work" and Political Implications of the Open Program of the Workcenter of Jerzy Grotowski and Thomas Richards; Theatre scholars and practitioners alike recognize the contributions of Jerzy Grotowski. His avant-garde, experimental, site-specific, immersive, participatory, ritual, and laboratory theatre research, signal turning points in world theatre. In 1970, Grotowski surprised the theatre world by announcing he would no longer engage in the production of theatre for public consumption. Grotowski’s apostasy set him and his colleagues on a course that would deepen and expand the possibilities for performance in the twentieth, and now twenty-first centuries. In 1986, Grotowski established a site called the Workcenter in the Tuscan countryside where the penultimate artistic phase of his life would continue after his death: Art as Vehicle. In 2007, Mario Biagini, a protégé of Grotowski’s who worked at the Workcenter since 1986, established the Open Program performance group at the Workcenter of Jerzy Grotowski and Thomas Richards. The Open Program extends Grotowski’s legacy into new terrain while maintaining continuity with Grotowski’s contributions. Critical attention to the threads they pull through from Grotowski’s life work also show the largely under-reported and under-theorized political purchase of Grotowski’s corpus, ranging from lectures and publications to research and performance practices. The Open Program explicitly builds community and produces performance work in response to troubling political climates locally and globally. Since 2014, the Open Program has engaged in intentional community-building in the Bronx borough of NYC, slowly occasioning an explicit politicization of their performance practices. Their project opens up new social and political territories and conceptions of work in the Grotowski lineage that, for me, call for a use of two terms: “total work,” that is, work seen beyond the boundaries of conventional theatre work; and “radical hospitality,” that is, a movement, with others, toward a “third” place, where ownership and accommodation, transactional calculation and objectification, are no longer the operative categories for engagement, but rather another mode of exchange and attention is generated, if only in precious moments. I draw upon participant observation, archival research, and extant literature to assemble a historical narrative that follows Grotowski’s life work into 2017. The project serves a historiographical purpose, being the first lengthy monograph in English to connect Grotowski’s well-recognized contributions to the Open Program. In order to fill in the historical record I rely on structured and unstructured interviews, as well as site-specific research and documentation in New York City, in Open Program hard drives, their archive-in-progress at Vallicelle, and in Mario Biagini’s personal library. My access to this invigorating overflow of information came as a result of extended fieldwork engagement several times in the Bronx, in Pontedera for a Summer Intensive and extended two week stay with international participants, and in a stint with the entire Workcenter in Paris for a robust schedule of film screenings, workshops, panel discussions, and presentations of Workcenter work. Throughout the duration of these studies, beginning largely when I first encountered the Open Program on Election Night, 2016, I examine the conditions which led to their Bronx-based work with special attention to its political and ethical implications for artists, community advocates, and scholars at the intersections of art and life, aesthetics and politics., A Dissertation submitted to the School of Theatre in partial fulfillment of the requirements for the degree of Doctor of Philosophy., April 7, 2020., Bronx, NYC, Ethics, Open Program, Performance, Politics, The Workcenterer of Jerzy Grotowski and Thomas Richards, Includes bibliographical references., Kris Salata, Professor Directing Dissertation; Donna M. Nudd, University Representative; Hannah Schwadron, Committee Member; Aaron C. Thomas, Committee Member.

: "True Spirit of Pioneer Traditions"; The dissertation examines the position of Dean of Women at the University of Florida (UF) and the first woman appointed to the post, Dr. Marna Brady. The scope of the study is from the position's creation on UF's campus, in 1947, until Dean Brady's resignation in 1966. The study examines the shifts in Brady's responsibilities in light of her advocacy role, and the changes occurring on campus concerning female students. The historical backdrop of Brady's tenure included the entrance of ex-GIs into higher education via the GI Bill, the judgment and implementation of Brown vs. the Board of Education, the McCarthy Era, the Civil Rights Movement, the passage of The Higher Education Act and the beginnings of the Student Movement. To uncover the history of Brady's tenure and the development of the position various primary documents were used: reports of the Dean of Women, other office correspondence and reports, newspaper articles, and published works of Dean Brady. Although there have been other works written related to Deans of Women, the amount is small compared to other topics in the realm of educational history. This dissertation is a departure from the other works concerning deans of women since it focuses upon an individual dean at a particular university and is not comparative in nature. The dissertation reveals that Brady was a significant force in forging the opportunities for female students at UF by constantly redefining her role and acting as a student advocate. She negotiated with faculty, administrators and male students' organizations on behalf of women, allowing all students the opportunity of a complete college experience including academic, social and extracurricular activities. This history considers the changes with the physical aspects of campus and the modifications of administration, staff and the students she served. Throughout her years of service, Brady held true to the idea that the Dean of Women was a professional position that lobbied for students and was not only concerned with morality issues., Submitted Note: A Dissertation submitted to the Department of Educational Leadership and Policy Studies in partial fulfillment of the requirements for the degree of Doctor of Philosophy., Degree Awarded: Summer Semester, 2004., Date of Defense: June 2, 2004., Keywords: Marna Brady, Dean of Women, University of Florida, Bibliography Note: Includes bibliographical references., Advisory Committee: Victoria-Maria MacDonald, Professor Directing Dissertation; Robert A. Schwartz, Outside Committee Member; Emanuel Shargel, Committee Member; Sande Milton, Committee Member.

: "Vicksburg's Troubles"; This dissertation looks at the 1874 "Vicksburg (Mississippi) Massacre" and its direct causes. Black sharecroppers, during the Reconstruction era, have been the focus of considerable scholarship that looks at black life in relation to white landowners. Little attention, however, has been given to black landowners. An examination of the House of Representatives Reports, Land Deeds, Census Records, Tax Records, and the American Missionary Association Archival Records allow a critical examination of the agency that black landowners in Vicksburg garnered before the Massacre. This dissertation focuses on the direct causes behind the massacre, including local black politicians and civic leaders, and a growing number of black landowners. More importantly, the acquisition of land by black Mississippians prompted the most prosperous white land owners to take action against them. Most threatening to Vicksburg's white population was the fact that Vicksburg had a black sheriff who also served as county tax collector. As Vicksburg's black leaders began to spend tax money on black education, whites became infuriated. This micro history of Vicksburg during the Reconstruction era demonstrates that life for these folk must have been hard but many of them found ways to form communities independent from white landowners., Submitted Note: A Dissertation submitted to the Department of History in partial fulfillment of the requirements for the degree of Doctor of Philosophy., Degree Awarded: Fall Semester, 2012., Date of Defense: October 29, 2012., Keywords: Black Land Owners, Black Politicians, Mississippi History, Racial Violence, Reconstruction Era, Vicksburg Massacre, Bibliography Note: Includes bibliographical references., Advisory Committee: Maxine D. Jones, Professor Directing Dissertation; Maxine L. Montgomery, University Representative; James P. Jones, Committee Member; Jennifer L. Koslow, Committee Member.

: "We Won't Bow down; New Orleans, Louisiana is home to many secret Mardi Gras organizations, known as krewes, which represent both elite and working-class members of society. Acting on behalf of working-class African Americans, a group known as the Mardi Gras Indians parade through the streets of predominately black neighborhoods on Mardi Gras day. As they march, Indian men craft a performance culture that exhibits dances, costumes, and music unlike any other Carnival organization. Black Indian men use their parades to cultivate a self-defined identity, avouch agency, and enact communal bonds within a city that remains largely divided by social class. This is their story., Submitted Note: A Thesis submitted to the School of Dance in partial fulfillment of the requirements for the degree of Master of Arts., Degree Awarded: Spring Semester, 2011., Date of Defense: March 29, 2011., Bibliography Note: Includes bibliographical references., Advisory Committee: Tricia Young, Professor Directing Thesis; Sally Sommer, Committee Member; Douglass Corbin, Committee Member; Jennifer Atkins, Committee Member.

: "Welcome Home!"; This thesis explores two regional offshoots of the annual Burning Man Festival in Nevada (Burns)--Ohio's Scorched Nuts and Georgia's Euphoria--by examining how, through performance and play activities in these temporary festival settings, participants may form with one another deep, communal relationships evocative of Victor Turner's concept of communitas. Combining theoretical reading, field research, and participant interviews, it discusses the political potential of these relationships as well as the way that participant theatricality and festival dramaturgies contribute to their construction. The thesis begins by considering general effects that attending a festival in which people must remain inside the premises over a series of days (a "lived-in" festival) might have on participants' ability to engage with others in intimate, intersubjective encounters. It then outlines the "official activities" of Euphoria and Scorched Nuts--those activities orchestrated by event organizers and which involve all or essentially all who enter the grounds--and shows how these activities create distinct overarching dramaturgies for each festival that establish commonalities between participants and energize them to socialize with one another. Finally, it examines case studies of Scorched Nuts' unofficial activities--those orchestrated by participants, rather than organizers, and generally involving only a few people at a time--proposing that these activities are the primary sites where communitas arises in a festival setting., Submitted Note: A Thesis submitted to the School of Theatre in partial fulfillment of the requirements for the degree of Master of Arts., Degree Awarded: Summer Semester, 2012., Date of Defense: April 25, 2012., Keywords: Burning Man, Burns, Community, Festival, Bibliography Note: Includes bibliographical references., Advisory Committee: Elizabeth Osborne, Professor Directing Thesis; Mary Karen Dahl, Committee Member; Krzystof Salata, Committee Member.

: "What's Love Got to Do with It?"; A growing impulse in American black female fiction is the reclamation of black female sexuality due to slavery's proliferation of sexual stereotypes about black women. Because of slave law's silencing of rape culture, issues of consent, will, and agency become problematized in a larger dilemma surrounding black humanity and the repression of black female sexuality. Since the enslaved female was always assumed to be willing, because she is legally unable to give consent or resist, locating black female desire within the confines of slavery becomes largely impossible. Yet, contemporary re-imaginings of desire in this context becomes an important point of departure for re-membering contemporary black female subjectivity. "What's Love Got to Do With It?" is an alternative look at master-slave relationships, particularly those between white men and black women, featured in contemporary slave narratives by black women writers. Although black feminist critics have long considered love an unavailable, if not, unthinkable construct within the context of interracial relationships during slavery, this project locates this unexpected emotion within four neo-slave narratives. Finding moments of love and desire from, both, slaveholders and slaves, this study nuances monolithic historical players we are usually quick to adjudicate. Drawing on black feminist criticism, history, and critical race theory, this study outlines the importance of exhuming these historic relationships from silence, acknowledging the legacies they left for heterosexual love and race relations, and exploring what lessons we can take away from them today. Recognizing the ongoing tension between remembering and forgetting and the inherent value in both, this study bridges the gap by delineating the importance of perspective and the stories we choose to tell. Rather than being forever haunted by traumatic memories of the past and proliferating stories of violence and abuse, Barbara Chase-Riboud, Octavia Butler, Gayle Jones, and Gloria Naylor's novels reveal that there are ways to negotiate the past, use what you need, and come to a more holistic place where love is available., Submitted Note: A Dissertation submitted to the Department of English in partial fulfillment of the requirements for the degree of Doctor of Philosophy., Degree Awarded: Spring Semester 2017., Date of Defense: March 10, 2017., Bibliography Note: Includes bibliographical references., Advisory Committee: Maxine L. Montgomery, Professor Directing Dissertation; Maxine Jones, University Representative; Dennis Moore, Committee Member; Susan Candace Ward, Committee Member.

: "When My Pen Begins to Run"; Christian Milne's Simple Poems on Simple Subjects contains fifty-six poems, including autobiographical poems, fictional narratives, and songs, all created by the working-class Scottish poet who was born in Inverness in 1773. Milne's collection was published in 1805 by J. Chalmers and Co., in Aberdeen, Scotland. Little is known about the distribution of the volume, but, in the final poem in the volume, Upon Seeing the List of Subscribers to this Little Work, Milne includes the list of the volume's extensive financial supporters, consisting of 523 individual subscribers. The poems appear to be in no particularly significant order, but most of the songs and "tales" are included together while the autobiographical poems are scattered throughout the volume. Most of the poems in the volume are written in the form of pentameter couplets, tetrameter couplets, or stanzas of "common meter," or hymn meter. Milne's poetry has received little critical attention largely due to its scarcity. According to the Worldcat Database, only six copies of Milne's collection exist in libraries worldwide: Glasgow University, Harvard, New York Public Library, University of Alberta, University of Western Ontario, and University of California-Davis. The UC-Davis copy has recently been made available electronically in two databases: the open website British Women Romantic Poets, 1789-1832, sponsored by the Shields Library at UC-Davis since 1999, and the commercial database Scottish Women Poets of the Romantic Period, issued by the Alexander Street Press in collaboration with the University of Chicago in 2002. This electronic availability of rare archival materials provided the opportunities to research Milne's work for this thesis. The one piece of published criticism on Milne's poetry to date is Bridget Keegan's introduction to Milne's collection in the Scottish Women Poets database. Milne, as revealed through her autobiographical Preface, Introductory Verses, and through her array of autobiographical poems, began life as one of ten children, her father a successful cabinet maker. Following the deaths of her mother and eight of her siblings, Milne and her father travelled by foot from Stonehaven, near Aberdeen, to Edinburgh, where the two lived, suffering through poverty and illness. Milne supported her father monetarily, by working as a servant, and emotionally, as he battled consumption and bouts of depression. Her autobiographical introductory sections, as well as her autobiographical poems, reveal a woman who describes her tumultuous past from the relative comfort and security of a seemingly happy marriage back in Aberdeen, enjoying her roles as the wife of a ship's carpenter, Patrick Milne, as the mother of four children, and her role as a writer, as well. All of her poems work together to reveal the complexities of her identity as a working-class mother, wife, and writer. In this thesis, I focus on eleven of Milne's poems and divide them into three chapters, titled, 1) Humble Confidence: Poems of Address to Members of the Upper-Classes; 2) Negotiations of Womanhood, Writing, and Self; and 3) A Scottish Briton: War, Peace, and Nationality. These three groupings specifically examine several crucial elements of Milne's poetry: her negotiation of her own gender and class identity as revealed through her addresses to other women and men, particularly those in the upper classes; her self-reflection and self-analysis as a working-class wife, mother, and writer; and her unique perspective on war, peace, nation and empire as a working-class Scottish woman., Submitted Note: A Thesis submitted to the Department of English in partial fulfillment of the requirements for the degree of Master of Arts., Degree Awarded: Spring Semester, 2004., Date of Defense: March 31, 2004., Keywords: Working Class, Bibliography Note: Includes bibliographical references., Advisory Committee: Eric Walker, Professor Directing Thesis; Barry Faulk, Committee Member; Helen Burke, Committee Member.

: "Winter Sonata" Dreams; Through a case study of Korean television drama Winter Sonata, this thesis explores why Winter Sonata became so successful in Japan and was able to affect many middle-aged and elderly women, and how Korean Wave has changed the image of Korea and its culture. In recent years, the popular Korean Wave (Hallyu) of culture and entertainment has swept over all of Asia, but has had a particularly profound impact in Japan. The Korean Wave provides a rare historical moment for Korean and Japanese people to critically review and reassess their own lives, societies and most importantly, their checkered past history. Winter Sonata has secured its position as a social phenomenon, becoming popular especially in middle-aged and elderly women of Japan. This demographic have been neglected among the audience of trendy dramas in Japan. Because women in twenties were regarded as major consumers, sponsors wanted to produce youth-oriented trendy dramas. Thus, Japanese broadcasting companies did not produce television dramas for middle-aged and elderly women before the boom of Winter Sonata. In reality, however, despite the fact that the audience of the Japanese television dramas were composed of middle-aged and elderly women, almost no program was available that fitted their taste until the drama was telecasted in Japan. Their taste centers around their penchant for pure love story with young characters in it, which is no longer addressed in Japanese drama these days, the drama revitalized a feeling of nostalgia for romantic pure love among the middle aged and elderly female. In addition Japanese middle-aged women's interest in the Korean drama is closely related to their appreciation of some traditional Confucian values, such as filial piety and close family relationship, attract middle-aged women, and these characteristics allow them to remind their past and old teaching. However, Japanese audiences are selective in the traditional Confucian values they identify in Winter Sonata. Middle-aged and elderly Japanese women may feel nostalgia for their childhood and for some Confucian values, but they do not think that Japan must return to a conservative patriarchal social structure. The interest in Winter Sonata has been extended to the whole Korean popular culture like other dramas, movies, music, and media. Along with that development, an increasing number of people in Japan have become aware of a variety of aspects in Korean society and culture, and beyond the popular culture, they have started to step forward in learning Korean language and traveling around Korea with their positive and empirical acts. That is, the interest in Korean popular culture has been linked to the change in a Japanese way of life. Since the Korean Wave appeared, Japanese people have increased their interest in overall Korean culture and Korea as a nation. The notable number of Japanese people renewed their perception of Korea with a more active and positive attitude than in the past when the history between Korea and Japan was rife with not a few diplomatic problems., Submitted Note: A Thesis submitted to the Department of Asian Studies in partial fulfillment of the requirements for the degree of Master of Arts., Degree Awarded: Spring Semester, 2010., Date of Defense: February 26, 2010., Keywords: Korean Wave, Cultural Exchange, Korean Drama, Winter Sonata, Bibliography Note: Includes bibliographical references., Advisory Committee: Yoshihiro Yasuhara, Professor Directing Thesis; Jimmy Yu, Committee Member; Koji Ueno, Committee Member.

: "Yes, Injured Woman! Rise, Assert Thy Right!"; In this thesis, I will examine the poetry and prose of a late eighteenth- and early nineteenth-century writer, Anna Letitia Barbauld. Through the early 1970s, literary scholarship on the Romantic period focused almost exclusively on male canonical writers such as Wordsworth and Keats. By focusing on the work of a popular and prolific female writer such as Barbauld, I hope to contribute to the debate on what is considered Romantic. My overall thesis is that despite the evidence of Barbauld's conventionally "feminine" poems as well as her own personal history, Barbauld was not a simple antifeminist or mere schoolmistress, but rather an important contributor to the debates in the late eighteenth- and early nineteenth-century concerning feminine identity, and moreover, the feminine ideal. The first chapter discusses the Romantic era's timeline, explores Barbauld's interaction with her contemporaries, exposes the many obstacles to women writers of Barbauld's era, and reviews Barbauld's reception history. In the introduction, I will first discuss Barbauld's place in the Romantic century. If we think of Barbauld as an early Romantic (she began publishing in 1773 and most of her major literary contributions were made before 1800), a different account of Romanticism emerges. I will then give a brief biography of Barbauld, which will include her interaction with other Romantic writers such as Wordsworth and Coleridge, and conclude the introduction by discussing the past neglect of Barbauld and other Romantic women writers. In the second chapter, I move on to compare Barbauld with one of her more radical female contemporaries, Mary Wollstonecraft. Given that critics such as Marlon B. Ross and Mary Wollstonecraft labeled Barbauld as an antifeminist based upon poems such as "To a Ladywith some painted Flowers" and "The Rights of Woman," I think it is important to examine the considerable number of similarities between Wollstonecraft and Barbauld. In Barbauld's works "Fashion: A Vision" and "Epistle to William Wilberforce," her language and ideas sound remarkably similar to that of Wollstonecraft's. Both criticize their society's construction of marriage as well as the upper class women of their day, and both writers believe that women should be more concerned with improving their minds than with obsessing over fashion. Finally, in the third chapter I explore how Barbauld subtly undermined the belief system of her day by identifying women's exclusion from the masculine sphere, asserting the validity of desire, and affirming the power of the feminine consciousness. Barbauld's poems "Inscription for an Ice-House" and "The Mouse's Petition" also offer feminist critiques regarding the social order that persists in controlling women in eighteenth-century England. Moreover, in poems such as "A Summer Evening's Meditation," "Corsica," and "Washing-Day," Barbauld uses female consciousness as a distinct counterbalance to male consciousness. These three poems refute cultural stereotypes of women in their assigned domestic roles by showing the power of female subjectivity. I will conclude my paper by discussing the problem of the British Romantic literary canon. Mary Favret calls Barbauld and Felicia Hemans "newly canonized writers," but I doubt whether other literary critics would agree with her assessment. The problem of canonization and women writers is not easily resolved, given that women writers such as Barbauld are usually regarded as mere complements to the work of the six (male) established canonical writers. An examination of important female authors is important, therefore, in order to open up the debate on canonization and Romanticism., Submitted Note: A Thesis submitted to the Department of English in partial fulfillment of the requirements for the degree of Master of Arts., Degree Awarded: Degree Awarded: Falls Semester, 2002., Date of Defense: Date of Defense: November 1, 2002., Keywords: Feminism, Anna Letitia Barbauld, Rights, Bibliography Note: Includes bibliographical references., Advisory committee: Eric Walker, Professor Directing Thesis; Helen Burke, Committee Member; James O'Rourke, Committee Member.

: "You've Come Part of the Way, Baby"; Despite improved athletic opportunities for girls and women since passage of Title IX of the Educational Amendments of 1972, collegiate athletic budgets dedicated to women's sports are smaller than the percentage of women athletes, and women's representation as athletic administrators and coaches for women's sports has declined. Title IX resulted in the majority of colleges merging their men's and women's athletic departments under the leadership of a single head athletic director, who is nearly universally a man. Despite an increase in women's athletic programs and the number of coaching positions available over women's sports, more men than women filled these new positions, shifting the occupation of coach for women's sports from one dominated by women in the early 1970s (when over 90 percent of coaches of women's sports were women) to one dominated by men in 2004 (when 44 percent of coaches of women's sports were women). My study uses the 1998-2000 population of NCAA Division I schools to analyze the status of women in sports administration and coaching, and women's access to athletic resources. The study has five dependent concepts--women's representation as head coaches of women's sports; the compensation/salary budgets for coaches of women's sports; the proportion of athletic operating budgets dedicated to women's sports; the proportion of recruiting budgets allocated to women's sports; and the proportion of athletic scholarship budgets dedicated to women's sports--and seven predictors--women's representation as athletic administrators; athletic department profits; women's representation as athletes; women's representation as head coaches; women's difference in participation as athletes vs. undergraduates; the percent of gender-specific revenues from women's athletics; and the presence (or not) of a football team and football profits. Results support 10 of 14 hypotheses, although some relationships are relatively weak, and in many cases, an institution's Division Status and Enrollment have a stronger effect than do the predictors. Key findings are as follows. Women's Representation as Coaches. Schools with proportionally more women athletic administrators and schools with proportionally more women athletes have relatively more women as head coaches of women's sports, net of Enrollment, Division Status, and Public vs. Private Status. Compensation/Salaries for Coaches of Women's Sports. Schools with proportionally more women head coaches pay lower average salaries to head coaches of women's sports (after controlling for Total Coaching Salary Budget, Enrollment, Division Status, and Public vs. Private Status). Operating Budgets for Women's Athletics. Schools with proportionally more women athletic administrators dedicate relatively more of their operating budgets to women's sports, although the relationship is weak. When women's sports bring in a higher proportion of gender-specific revenues at a school, women's athletics receive a larger proportion of schools' operating budgets. Women's sports receive a smaller portion of operating budgets at schools with football programs compared to schools without, and schools with relatively higher football profits dedicate smaller portions of their operating budgets to women's sports. Recruiting Budgets for Women. Schools with proportionally more women athletic administrators dedicate more of their recruiting budgets to women's sports, controlling for other factors. Athletic Scholarship Budgets for Women. Schools with proportionally more women athletic administrators dedicate relatively more of their athletic scholarship budgets to women's sports, although the effect is weak. These results extend gender theories regarding shifts in the gender composition of occupations and sports as a masculine/masculinist institution. Although Reskin and Roos (1990) found women entering occupations men had fled as the jobs' status, autonomy, and salary declined, the reverse seems to have occurred for the occupation of coach of women's sports. After Title IX and the merging of men's and women's athletic departments, women's sports became more attractive to men due to higher salaries and elevated status. Men rushed into these new coaching positions and the occupation is now dominated by men. Ironically, Title IX seems to have had an "affirmative action for men" effect . Results also show that the sports institution remains, culturally and structurally, masculinist. Men's sports, compared to women's, receive the lion's share of college athletic budgets. While Title IX helped many more young women become athletes and while women now receive a proportional number of athletic scholarships, the expanded opportunities to coach and administer women's athletics primarily benefited men. The entry of many thousands of women athletes into college athletics failed to challenge collegiate sports' masculinist bias and practice of marginalizing women , thus confirming Messner (1992; 2002), Burstyn (1999), and Cahn (1994). My conclusions call for further research into how practices associated with the gender institution (Martin 2003) pervasively shape the sports institution to men's advantage and how football, in particular, casts a long shadow over women's sports., Submitted Note: A Dissertation submitted to the Department of Sociology in partial fulfillment of the requirements for the degree of Doctor of Philosophy., Degree Awarded: Degree Awarded: Fall Semester, 2007., Date of Defense: Date of Defense: June 26, 2007., Keywords: Gender And Coaching, Gender And Sports, College Sports, Bibliography Note: Includes bibliographical references., Advisory committee: Patricia Yancey Martin, Professor Directing Dissertation; Marie Cowart, Outside Committee Member; Irene Padavic, Committee Member; Jill Quadagno, Committee Member.

: 'New' Male Consumer; This dissertation explores the changing nature of the male consumer market as defined by the mass media. The "peacock revolution" of the 1970s, the "new" man of the 1980s, and the "metrosexual" man of the late 1900s are just a few examples of the mainstream press proclaiming a new ideology and image for American men. In addition to the new exterior image of men, there has been recent discussion of a move toward a heightened level of muscularity as a measure of male beauty. Although there are numerous examples of these suppositions in the press, this research does not support such claims. Using men's lifestyle magazines over a 40 year span (1965-2005) as a source of information the product categories, advertising purchasers, male model body preferences, and sexuality of imagery featuring male models were examined. The advertising of appearance management products, and the individual product categories themselves, have remained consistent over the 40 year time span. This shows a steady interest in clothing and appearance products. Preferred body type for male models in these men's interest magazines has also essentially remained consistent. The mesomorphic body type is the most popular body type, showing a preference for a specific male waist to shoulder ratio over time. Aspects of the male body that have shown variation over time is body fat levels and muscularity. There has been a decrease in the amount of general body fat over time with a low recorded in the 1990s. Muscularity preference has been shown to be in the "somewhat" muscular rating as opposed to the "very" muscular rating, going against the notion that men are idealized to be larger and stronger than ever before. Analysis of advertisements featuring male models shows a consistency of male body exposure and sexuality of imagery. Sexuality of imagery was measured using several distinct methods. One method compared the results of heterosexual and homosexual men and found a statistical difference in response. Overall, this research presents an argument for the consistency of male appearance management product interest, ideal male body type, and sexual nature of advertising in selected men's interest magazines., Submitted Note: A Dissertation submitted to the Department of Textiles and Consumer Sciences in partial fulfillment of the requirements for the degree of Doctor of Philosophy., Degree Awarded: Fall Semester, 2006., Date of Defense: October 26, 2006., Keywords: Merchandising, Apparel, Retail, Bibliography Note: Includes bibliographical references., Advisory Committee: Jeanne Heitmeyer, Professor Directing Dissertation; Barry Sapolsky, Outside Committee Member; Susan Fiorito, Committee Member; Pauline Sullivan, Committee Member.

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