UA58/1 Graduate Studies & Research

Total Page:16

File Type:pdf, Size:1020Kb

UA58/1 Graduate Studies & Research Western Kentucky University TopSCHOLAR® WKU Archives Collection Inventories WKU Archives 2009 UA58/1 Graduate Studies & Research - Theses & Dissertations WKU Archives Follow this and additional works at: https://digitalcommons.wku.edu/dlsc_ua_fin_aid Part of the Archival Science Commons, and the Education Commons Recommended Citation WKU Archives, "UA58/1 Graduate Studies & Research - Theses & Dissertations" (2009). WKU Archives Collection Inventories. Paper 77. https://digitalcommons.wku.edu/dlsc_ua_fin_aid/77 This Finding Aid is brought to you for free and open access by TopSCHOLAR®. It has been accepted for inclusion in WKU Archives Collection Inventories by an authorized administrator of TopSCHOLAR®. For more information, please contact [email protected]. Western Kentucky University UA58 Graduate Studies & Research Series 1 Theses & Dissertations Contact information: WKU Archives 1906 College Heights Blvd.#11092 Bowling Green, KY 42101-1092 Phone: 270-745-4793 Email: [email protected] Home page: https://www.wku.edu/library/services/archives/ © 2009 WKU Archives, Western Kentucky University. All rights reserved. Administrative History: Created in 1931 as the Graduate College, disbanded in 1936 and recreated in 1941 for Education only. A Graduate Assistant Program was created in 1960 which was expanded in 1962 when WKU was authorized to offer 30 hours over the Masters Degree. The Graduate School was created for all disciplines by the Board of Regents in 1964. The push for university status led to the creation of the Graduate Division in 1965. In 1969 the Graduate School was renamed Graduate College. In 1966 a joint doctoral program was created with the University of Kentucky. In 1967 a joint doctoral program was created with then Peabody College (Vanderbilt University). WKU Graduate Studies & Research was renamed The Graduate School July 26, 2013. Finley Grise 1932-1959 Raymond Cravens 1963-1965 John Minton 1965-1972 J.T. Sandefur 1972-1975 Elmer Gray 1975-1999 Richard Bowker 2007-2010 Scott Lyons -2018 All the theses have been digitized, however some authors did not authorize duplication rights to post to TopSCHOLAR®. These have been posted with limited access to WKU students, faculty and staff only. A list of those theses is available at: https://www.wku.edu/library/services/archives/wkuarchives_thesis_form.php along with a permission form for the authors to submit. Upon receipt of permission form, the thesis will be posted on TopSCHOLAR®. Description: Theses & dissertations written by WKU students. Dates: 1932-2010 Subject Analytics: Graduate School (WKU) Graduate Studies & Research (WKU) Western Kentucky University Digital Commons: Curriculum and Instruction Education Accession Information: These records transferred to the WKU Archives upon its creation. Access Restrictions: Archival copies do not circulate. Copies in Helm-Cravens Library do circulate. Archival copies available on microfilm in WKU Archives Copies may be available on TopSCHOLAR®. Theses listed as "limited access" will not be duplicated without written permission of author. Preferred Citation: UA58.1 Theses & Dissertations, WKU Archives, Bowling Green, Kentucky, USA. Processing Information: Records processed and collection inventory created 2009, revised 2020. Finding Aid Report 10/15/2020 UA58.1 Records Date Level Series Linked toUA58 Title UA58 Graduate Studies & Research Series 1 Theses & Dissertations Collection WKU Archives Scope & Content Theses & dissertations written by WKU students. Container List Container Folder Creator Date Title Graduate Studies & Research (WKU) 1932-1983 Theses & Dissertations Description Ashby, James. Status of Certificates Issued and Employment of Certificate Holders at WKSTC, 1932. Subjects Western Kentucky University Barnard, Ethel. A Study of the Nursery Schools Conducted at WKTC in 1934 and 1935, 1936. Bowling Green Business University (KY) Beck, Bessie. A Study of Majors and Minors in WKSTC, 1936. Athletics Buselmeier, Dan. A Study of Higher Education Outdoor Laboratories with Recommendations for the Outdoor Education Laboratory Proposed by the Recreation and park Faculty of WKU, 1982. Economics Casimir Kowalski. A Comparative Study of the Home Environment, College Environment, and Personal Agriculture Emotional, and Academic Characteristics of the Dropout and Persistent Student at WKU, 1973. Dairy farming Chambless, Cheryl. An Appraisal of the American College Test as a Proficiency Examination at WKU, 1974. Cattle Cooper, Stephen. The Economic Impact of WKU on the Bowling Green-Warren County Economy, 1978. Veterans Cornette, Mary. A Follow-Up Study of the Four-Year Teacher-Training Graduates of the BGCC, 1937-1941, International students 1942. Physical education Francis, Robert. A Comparative Study of the Athlete and the Non-Athlete in the Department of Physical Nursery schools Education at the WKSTC, 1934. Kindergartens Gilmore, Hal. An Analysis of Classification Tests of Western Kentucky State College, 1949 Hall, Dorthie. The Development of the English Curriculum at Western Kentucky State Teachers College, 1943 Higgins, Mary. A Study of Opinions of Returning and Non-Returning Freshman at WKU Regarding Academic Advisors and Selected Personnel Services, 1981. Hughey, Aaron. Effects of High Proximity Living Accommodations on the Stress Levels and Self-Perceptions of College Students Living in Residence Halls at WKU, 1983. Lagombra, Gregorio. Analysis of the Reproductive Efficiency of the Dairy Herd at WKU Farm, 1985 Link, Thomas. Abstract of Masters' Theses at Western Prior to 1946, 1946. Mercer, John. A Study of Veterans Enrolled Under Public Laws 16 and 346 at WKSC, 1949. Patton, H.H. The Training of High School Teachers in Kentucky from WKTC in Relation to the Subjects They Teach, 1933. Peterson, Aubrey. English Majors of Western Kentucky State Teachers College, 1924-1935, 1936 Powell, Joanne. An Elementary Physical Education Curriculum for Jones-Jaggers Laboratory School, 1975. Schira, Leonard. Alienation and the Associate Degree Student within the College of Business and Public Affairs of WKU, 1979. Seward, Carolyn. A Study of the Grades fo the WKSTC During the Years 1929-30, 1930-31, 1931-32, 1933. Sommers, James. A Descriptive Study of the Problems Reported by Selected Students on Academic Probation at Western Kentucky University, 1980 bound in reverse Tesseneer, Susan. A Survey to Assess the Awareness of the Bowling Green Community in Regard to the International Student at WKU, 1981. Zafra, Amelia. Study of Attitudes of College Students Toward Physical Education at WKU, 1970. Box 1 Graduate Studies & Research (WKU) Theses & Dissertations - Limited Access - Digitized Description Atehortua, Nelson. Nutritional Practices by Actual & Perceived Weight Status Among Adolescents, Public Health, 2006 - https://digitalcommons.wku.edu/theses/3379 Ayres, Katrina. A Comparison of Information, Referral & Volunteer Centers in Kentucky, Psychology, 2005 - https://digitalcommons.wku.edu/theses/3378 Berry, Susan. A Comparison of Learning Styles of Community College Algebra Students Who Seek Math Center Assistance & Those Who Don't, Counselor Education, 2005 - https://digitalcommons.wku.edu/theses/3377 Brockman, Janice. Cleavability in Semigroups, Mathematics, 2003 - https://digitalcommons.wku.edu/theses/3376 Carter, Althea. The Differences in Levels of Spirituality Between At-Risk Youths Who Have Been Adjudicated and At-Risk Youths Who Have Not Been Adjudicated, Psychology, 2004 - https://digitalcommons.wku.edu/theses/3375 Cash, Trent, Assessment of Forage Bermuda Grass in Southern Kentucky, Agriculture, 1999 - https://digitalcommons.wku.edu/theses/3374 Daniel, Sheri. The Influence of Job Satisfaction, Organizational Commitment & Perceptions of Equity/Fairness on Customer Service Interests, Psychology, 2003 - https://digitalcommons.wku.edu/theses/3452 Ferguson, Joseph. Taxonomic & Functional Organization of an Eastern highland Rim Stream: A Comparison of Macroinvertebrate Assemblages on Riffle & Wood Habitats, Biology, 2004 - https://digitalcommons.wku.edu/theses/3389 Fodrey, Crystal. Silent Still, the Brazen Child, English, 2006 - https://digitalcommons.wku.edu/theses/3388 Glasgow, Sarah. The Relevance of Teacher Efficacy in the National Certification of Teachers, Psychology, 2006 - https://digitalcommons.wku.edu/theses/3385 Jayakumar, Mnisha. Comparison of Drug Policies & Recreational Marijuana Use in the United States, United Kingdom and Canada: A Cross-Sectional Descriptive Study, Public Health, 2005 - https://digitalcommons.wku.edu/theses/3399 Malla, Chaitanya. Experimental Studies of Edit Distances between XML Documents and Schemata, Computer Science, 2005 - https://digitalcommons.wku.edu/theses/3407 May, Jonathan. Why Can't I Just Be a Singer? Managing the Religious Implications of Being a Rock Music Artist & a Christian, 2004 - https://digitalcommons.wku.edu/theses/3404 Mayfield, Christina. Emotional intelligence in Children with Attention Deficit/Hyperactivity Disorder (AD/HD), Psychology, 2004 - https://digitalcommons.wku.edu/theses/3405 Maziya, Ncumbi. Agricultural Production in Swaziland: Present Situation & Recommendations for the Future, Agriculture, 1999 - https://digitalcommons.wku.edu/theses/3403 Nagarajan, Shakti. Symptoms of Dependence Among Self-Identified Adult Recreational Illicit Drug Users: A Sub-Analysis of the Drugnet Survey, 2004 - https://digitalcommons.wku.edu/theses/3415 Payton, Sharon. An Hour Before Dawn, English, 2003 - https://digitalcommons.wku.edu/theses/3413 Poland, Erin. Lawyers' Thoughts
Recommended publications
  • P R O S P E C T
    PROSPECTUS CHRIS ABANI EDWARD ABBEY ABIGAIL ADAMS HENRY ADAMS JOHN ADAMS LÉONIE ADAMS JANE ADDAMS RENATA ADLER JAMES AGEE CONRAD AIKEN DANIEL ALARCÓN EDWARD ALBEE LOUISA MAY ALCOTT SHERMAN ALEXIE HORATIO ALGER JR. NELSON ALGREN ISABEL ALLENDE DOROTHY ALLISON JULIA ALVAREZ A.R. AMMONS RUDOLFO ANAYA SHERWOOD ANDERSON MAYA ANGELOU JOHN ASHBERY ISAAC ASIMOV JOHN JAMES AUDUBON JOSEPH AUSLANDER PAUL AUSTER MARY AUSTIN JAMES BALDWIN TONI CADE BAMBARA AMIRI BARAKA ANDREA BARRETT JOHN BARTH DONALD BARTHELME WILLIAM BARTRAM KATHARINE LEE BATES L. FRANK BAUM ANN BEATTIE HARRIET BEECHER STOWE SAUL BELLOW AMBROSE BIERCE ELIZABETH BISHOP HAROLD BLOOM JUDY BLUME LOUISE BOGAN JANE BOWLES PAUL BOWLES T. C. BOYLE RAY BRADBURY WILLIAM BRADFORD ANNE BRADSTREET NORMAN BRIDWELL JOSEPH BRODSKY LOUIS BROMFIELD GERALDINE BROOKS GWENDOLYN BROOKS CHARLES BROCKDEN BROWN DEE BROWN MARGARET WISE BROWN STERLING A. BROWN WILLIAM CULLEN BRYANT PEARL S. BUCK EDGAR RICE BURROUGHS WILLIAM S. BURROUGHS OCTAVIA BUTLER ROBERT OLEN BUTLER TRUMAN CAPOTE ERIC CARLE RACHEL CARSON RAYMOND CARVER JOHN CASEY ANA CASTILLO WILLA CATHER MICHAEL CHABON RAYMOND CHANDLER JOHN CHEEVER MARY CHESNUT CHARLES W. CHESNUTT KATE CHOPIN SANDRA CISNEROS BEVERLY CLEARY BILLY COLLINS INA COOLBRITH JAMES FENIMORE COOPER HART CRANE STEPHEN CRANE ROBERT CREELEY VÍCTOR HERNÁNDEZ CRUZ COUNTEE CULLEN E.E. CUMMINGS MICHAEL CUNNINGHAM RICHARD HENRY DANA JR. EDWIDGE DANTICAT REBECCA HARDING DAVIS HAROLD L. DAVIS SAMUEL R. DELANY DON DELILLO TOMIE DEPAOLA PETE DEXTER JUNOT DÍAZ PHILIP K. DICK JAMES DICKEY EMILY DICKINSON JOAN DIDION ANNIE DILLARD W.S. DI PIERO E.L. DOCTOROW IVAN DOIG H.D. (HILDA DOOLITTLE) JOHN DOS PASSOS FREDERICK DOUGLASSOur THEODORE Mission DREISER ALLEN DRURY W.E.B.
    [Show full text]
  • Sex, Seduction and Sedition in Restoration Literature
    2016 – 2017 ENGLISH LITERATURE THIRD YEAR OPTION COURSES 25 November 2016 English Literature - Third Year Option courses SEMESTER ONE Page American Innocence p. 3 Brecht and British Theatre (NOT RUNNING THIS SESSION) p. 6 Celtic Revivals (NOT RUNNING THIS SESSION) p. 8 Cities of Words p. 10 Creative Writing: Prose * p. 12 Edinburgh in Fiction/Fiction in Edinburgh * [Visiting Students course] p. 16 Fiction and the Gothic p. 18 Ideology and Literature (NOT RUNNING THIS SESSION) p. 20 Medicine in Literature 1: Illness Narratives through History p. 22 Modernism and Empire p. 24 Modernism and the Market (NOT NOW RUNNING THIS SESSION) p. 26 Modern Scottish Fiction * p. 28 Novel and the Collapse of Humanism p. 30 The Body in Literature p. 31 The Making of Modern Fantasy (NOT RUNNING THIS SESSION) p. 34 Utopia: Imaginary Journeys from More to Orwell p. 37 Working Class Representations * p. 39 SEMESTER TWO Page American Gothic p. 42 Creative Writing: Poetry * p. 45 Edinburgh in Fiction/Fiction in Edinburgh * p. 48 Medicine in Literature 2: Medical Ethics in Literature * p. 50 Modern and Contemporary Scottish Poetry * p. 52 Mystery and Horror * p. 55 Poetry and Northern Ireland p. 57 Shakespeare’s Comedies: Identity and Illusion p. 60 Shakespeare: Modes and Genres p. 62 ‘We Are [not] Amused’: Victorian Comic Literature p. 64 Writing for Theatre: An Introduction* p. 66 * Courses with an asterisk have a Scottish emphasis. Note: Courses may be taught by staff in addition to the named course organiser. 2 English Literature - Third Year Option courses English Literature Third Year Semester One Option Course American Innocence Course Organiser: Dr Ken Millard The U.S.
    [Show full text]
  • The American Literature Association Alfred Bendixen, 2014 Conference Director
    American Literature Association A Coalition of Societies Devoted to the Study of American Authors 25th Annual Conference on American Literature May 22-25, 2014 Hyatt Regency Washington on Capitol Hill Washington, D.C. (202-737-1234) Conference Director Alfred Bendixen Texas A&M University Draft as of March 5, 2014 This on-line draft of the program is designed to provide information to participants in our 25th conference and provide them with an opportunity to make corrections. Participants should check the description of their papers and panels to ensure that names and titles and other information are spelled appropriately. Times of Panels: If there is a conflict in the program (i.e., someone is booked to appear in two places at the same time), please let me know immediately. The program indicates that a few slots for business meetings are still available, but it will be difficult to make other changes. You can presume that the day of your panel is now fixed in stone (and it will not change without the concurrence of every person on that panel) but it may be necessary to make minor changes in the time of a panel. Audio-Visual Equipment: The program also lists the audio-visual equipment that has been requested for each panel. Please note that it may be difficult or impossible to add any audio-visual equipment at this point, but individuals may make such requests. The ALA normally provides a digital projector and screen to those who have requested it at the time the panel or paper is submitted.
    [Show full text]
  • Carson Mccullers
    Carson McCullers: An Inventory of Her Collection at the Harry Ransom Humanities Research Center Descriptive Summary Creator McCullers, Carson, 1917-1967 Title Carson McCullers Collection Dates: 1924-1976 Extent 48 boxes (20 linear feet), 16 galley folders, 3 oversize flat files Abstract: The manuscripts and correspondence which make up the bulk of the McCullers collection principally reflect her literary life and career. RLIN Record # TXRC98-A16 Language English. Access Open for research Administrative Information Acquisition Purchases and gifts, 1967-1993 (R3856, 4289, 4591, 4498, 4957, 6041, 6604, 6605, 13058, G9650) Processed by Sally M. Nichols, 1998 Repository: Harry Ransom Humanities Research Center University of Texas at Austin McCullers, Carson, 1917-1967 Biographical Sketch Carson McCullers was born in Columbus, Georgia, as Lula Carson Smith on February 19, 1917, the first born of Lamar and Marguerite Waters Smith. Though she moved from the South in 1934 and only returned for visits, most of her writing was inspired by her southern heritage. Her mother felt she had given birth to a genius from the time Carson was very young and always remained her staunchest supporter and strongest ally. When nine years of age, Lula began studying piano and practiced six to eight hours daily, planning a career as a concert pianist. In 1930 she began using the name Carson and studying piano with Mary Tucker. Carson graduated from Columbus High School in 1933, and after her piano teacher moved away in the spring of 1934, Carson moved to New York City to study at the Juilliard School of Music. Shortly after her arrival she lost most of the money her parents had given her, and to support herself worked at various jobs and attended night classes in creative writing at Columbia and New York University.
    [Show full text]
  • FORUM: a PUBLICATION of the ALSCW Literary Study in Grades 9
    FORUM 4 • Literary Study in Grades 9, 10, and 11: A National Survey 1 FORUM: A PUBLICATION OF THE ALSCW Number 4 • Fall 2010 Literary Study in Grades 9, 10, and 11: A National Survey Sandra Stotsky with Joan Traffas and James Woodworth a Kate Oser, managing editor Katherine Hala, graphic designer Copyright 2010, all rights reserved by the Association of Literary Scholars, Critics, and Writers a Association of Literary Scholars, Critics, and Writers a 2 FORUM 4 • Literary Study in Grades 9, 10, and 11: A National Survey ACKNOWLEDGMENT Like so many research projects, this one started with a discussion. At a meeting of the Association of Literary Scholars, Critics, and Writers, several members asked: “What are high school students being asked to read today?” My response was this research project—a survey of over 400 English teachers in grades 9, 10, and 11 in public schools across the country to find out what they assign and how they approach literary study. I am grateful to the National Endowment for the Humanities for a grant to support the survey, and to the Lynde and Harry Bradley Foundation for a grant to cover the costs of publication and dissemination. I was fortunate in being able to draw on the research budget attached to my 21st Century Chair in Teacher Quality in the Department of Education Reform at the University of Arkansas and in having the University’s support for my time as Principal Investigator. I thank Kim Gillow and Molly Longstreth at the University’s Survey Research Center for assembling a representative national sample of English teachers in grades 9, 10, and 11 and for Kim’s hours in synthesizing the information gathered by the interviewers and in answering my questions about numbers and their interpretation.
    [Show full text]
  • SAXTON-THESIS.Pdf
    Abstract Grotesque Subjects: Dostoevsky and Modern Southern Fiction, 1930-1960 by Benjamin T. Saxton As a reassessment of the southern grotesque, this dissertation places Flannery O’Connor, Carson McCullers, and William Faulkner in context and conversation with the fiction of Fyodor Dostoevsky. While many southern artists and intellectuals have testified to his importance as a creative model and personal inspiration, Dostoevsky’s relationship to southern writers has rarely been the focus of sustained analysis. Drawing upon Mikhail Bakhtin’s deeply positive understanding of grotesque realism, I see the grotesque as an empowering aesthetic strategy that, for O’Connor, McCullers, and Faulkner, captured their characters’ unfinished struggles to achieve renewal despite alienation and pain. My project suggests that the preponderance of a specific type of character in their fiction—a physically or mentally deformed outsider—accounts for both the distinctiveness of the southern grotesque and its affinity with Dostoevsky’s artistic approach. His grotesque characters, consequently, can fruitfully illuminate the misfits, mystics, and madmen who stand at the heart—and the margins—of modern southern fiction. By locating one source of the southern grotesque in Dostoevsky’s fiction, I assume that the southern literary imagination is not directed incestuously inward toward its southern past but also outward beyond the nation or even the hemisphere. This study thus offers one of the first evaluations of Dostoevsky’s impact on southern writers as a group. Acknowledgements I am very thankful for my professors at Rice University for their intellectual stimulation and continued support. My advisor, Colleen Lamos, has offered me guidance and encouragement on every step of the way.
    [Show full text]
  • Authoring Bodies: White Southern Women's Writing, 1920-1940
    AUTHORING BODIES: WHITE SOUTHERN WOMEN'S WRITING, 1920-1940 By RHONDA ANN MORRIS A DISSERTATION PRESENTED TO THE GRADUATE SCHOOL OF THE UNIVERSITY OF FLORIDA IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY UNIVERSITY OF FLORIDA 1997 For my mother, Lola Elizabeth Scott Morris, and in memory of my father, Raymond Alan Morris ACKNOWLEDGMENTS I have had the good fortune to have on my doctoral committee the English professors from whom I have learned the most: Marsha Bryant, Anne Goodwyn Jones, David Leverenz, and Stephanie Smith. I am indebted to them for their scholarship and instruction, their commitment to me and this project, their substantial and patient comments about my work, and their sage advice about things scholarly, professional, and personal. I want to thank my outside committee members Ofelia Schutte and Bertram Wyatt-Brown from the Philosophy and History departments for helping me place my project more solidly in the context of feminist thinking and southern history. My appreciation extends most deeply to Anne Jones, my chair, who inspired and challenged me, let me share her thoughts and books and office, and supplied me with the occasional Moon Pie. When I felt most discouraged, she cheered me up and cheered me on. University of Florida's College of Liberal Arts and Sciences and the Graduate School awarded generous fellowships that afforded me time away from teaching to research this project. My gratitude goes especially to Mrs. Frances Holmes, who sponsored my CLAS fellowship; I will never forget the lunch she treated me to, during which she iii shared her memories of course work and card-playing with "Red" Warren and her cottage-cheese and beer dinner with the Allen Tates.
    [Show full text]
  • Print Format
    Paideia High School Summer Reading 2021 © Paideia School Library, 1509 Ponce de Leon Avenue, NE. Atlanta, Georgia 30307 (404) 377-3491 PAIDEIA HIGH SCHOOL Summer Reading Program Marianne Hines – All High School students should read a minimum of THREE books “Standing at the Crossroads” – Read THREE books by American over the summer. See below for any specific books assigned for your authors (of any racial or ethnic background) and be prepared to write grade and/or by your fall term English teacher. You will write about your first paper on one of these books. your summer reading at the beginning of the year. Free choice books can be chosen from the High School summer Tally Johnson – Read this book, plus TWO free choice books = reading booklet, or choose any other books that intrigue you. THREE total Need help deciding on a book, or have other questions? “The Ties That Bind Us” – Little Fires Everywhere by Celeste Ng Email English teacher Marianne Hines at [email protected] Sarah Schiff – Read this book plus TWO free choice books = THREE total or librarian Anna Watkins at [email protected]. "Yearning to Breathe Free” – Kindred by Octavia Butler. 9th & 10th grade summer reading Jim Veal – Read the assigned book plus TWO free choice books = THREE total Read any THREE fiction or non-fiction books of your own choosing. “The American West” – Shane by Jack Schaefer “Coming Across” – The Best We Could Do by Thi Bui 11th & 12th grade summer reading by teacher and class If your fall term English teacher has not listed specific assignments, read a total of THREE fiction or non-fiction books of your own choice.
    [Show full text]
  • The Child As Symbol and Actor in Lillian Smith's Killers of the Dream and James Agee's Let Us Now Praise Famous Men
    University of South Carolina Scholar Commons Theses and Dissertations 1-1-2013 Childish Figuring: The hiC ld as Symbol and Actor in Lillian Smith's Killers of the Dream and James Agee's Let Us Now Praise Famous Men Katherine Eveline Upton University of South Carolina Follow this and additional works at: https://scholarcommons.sc.edu/etd Part of the English Language and Literature Commons Recommended Citation Upton, K. E.(2013). Childish Figuring: The Child as Symbol and Actor in Lillian Smith's Killers of the Dream and James Agee's Let Us Now Praise Famous Men. (Master's thesis). Retrieved from https://scholarcommons.sc.edu/etd/2387 This Open Access Thesis is brought to you by Scholar Commons. It has been accepted for inclusion in Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. CHILDISH FIGURING : THE CHILD AS SYMBOL AND ACTOR IN LILLIAN SMITH ’S KILLERS OF THE DREAM AND JAMES AGEE ’S LET US NOW PRAISE FAMOUS MEN by Katherine Upton Bachelor of Arts University of Cambridge, 2009 Submitted in Partial Fulfillment of the Requirements For the Degree of Masters of Arts in English College of Arts and Sciences University of South Carolina 2013 Accepted by: Robert H. Brinkmeyer, Jr., Director of Thesis Sara Schwebel, Reader Lacy Ford, Vice Provost and Dean of Graduate Studies © Copyright by Katherine Upton, 2013 All Rights Reserved. ii ACKNOWLEDGEMENTS I am deeply indebted to Dr. Robert H. Brinkmeyer, Jr. and Dr. Sara Schwebel for their time, effort and patience in helping me develop this thesis through its many stages and written incarnations.
    [Show full text]
  • Nadzieja Jako Zadanie
    Dr Joanna Stolarek University of Siedlce Cardinal Stefan Wyszyński University, Warsaw Femininity and masculinity in Carson McCullers selected novels – isolation, alienation, existential quest for identity and human relations Gender, sexuality and the relations between men and women frequently constituted major sources of interest and inspiration for miscellaneous artists, men of letters, philosophers, critics and theologians. Since the antiquity till the contemporary era artists, scholars and philosophers have endeavoured to present their vision of love, spiritual and physical unity and fulfillment when searching for male and female ideals. In their quest for perfect human relations, marriage and family units which reflected excellent combinations of body and soul, mutual trust, understanding and respect for one’s identity and individuality, they nevertheless realized that such an idyllic image or view of love was illusory and unattainable due to the imperfect, fallible nature of a hu- man being, their weaknesses, egotism, selfishness, propensity to sin and break moral codes. It was Adam’s and Eve’s egotism, solipsism, excessive ambition and sexual insatiability which brought about breaking the covenant with God. Furthermore, their firstborn son, Cain killed his brother Abel out of jealousy, hunger for power, domination and desire to be recognized and favoured by God. Since that time human beings are regarded as the offspring of Adam and Eve and their son Cain, and in this regard they are marked by the original sin. Due to that scholars, artists and philosophers have shown strained, at times tempestuous relations between men and women stemming from Adam and Eve’s original sin and Cain’s vicious, murderous nature.
    [Show full text]
  • Hargrett Rare Book and Manuscript Library Collection Development
    Hargrett Rare Book and Manuscript Library Collection Development Policy 1. Mission Statement The Hargrett Rare Book and Manuscript Library advances the research, instructional, and public service mission of the University of Georgia by collecting, preserving, and providing access to the published and unpublished works that document the evolving history and culture of Georgia and its peoples. The Hargrett Library documents the state's literary, cultural, social, and economic legacy; and it builds collections of distinction in other areas, including natural history, ecology and environmentalism, history of the book, performing arts, women’s history, journalism and print media, and University history. 2. Statement of Diversity, Equity, and Inclusion The Hargrett Library supports the University’s core values with respect to diversity and inclusion. We strive to create an environment of acceptance and respect in which all students, faculty, staff, and visitors feel welcomed and included at the Special Collections Libraries. In support of the UGA Libraries Diversity Plan (https://www.libs.uga.edu/diversity/plan), we seek to build a more diverse and inclusive collection through identifying weaknesses in our holdings, prioritizing current collecting activities to increase diversity, actively soliciting collections from underrepresented groups, and focusing on equity of voices and experiences in our exhibits and public programming. 3. Types of Programs Supported by the Collection A. Research The holdings of the Hargrett Library further the research of University students, faculty, staff, scholars, and the general public by providing access to original and published materials. B. Preservation and Security The preservation of research materials held by the Hargrett Library is crucial to the mission of the University of Georgia Special Collections Libraries.
    [Show full text]
  • 2011 Annual Report of the Georgia Historical Society Fiscal Year 2011
    Annual Report for Fiscal Year 2011 Annual Report of the Georgia Historical Society Fiscal Year 2011 INTRODUCTION W. Todd Groce, PhD President and Chief Executive Officer Fiscal Year 2011 (July 1, 2010-June 30, 2011) was a banner one for the Georgia Historical Society. Due to the launch of a capital and capacity building campaign the institution enjoyed its most prosperous year in nearly 175 years of continuous operation. As evidence of this, GHS raised a record $5 million for educational programming, archival services, capital projects and endowment. The endowment continued to rebound, and at the end of the fiscal year reached $6.54 million, close to its pre-recession level. Total assets grew from $7,382,181 in FY10 to $13,476,604 at the end of FY11, an increase of 82.5 percent. This healthy bottom line was due in part to careful financial management, dynamic board leadership, a recovering stock market, and the creation of two new endowment funds: the Dr. Henry Sauls Fund, established by a gift of $25,000 from John and Laura Wallace; and the Allan Gaynor Fund, established by an initial bequest of $300,000 from Alan Gaynor, a long-time supporter of GHS. The primary reason, however, for the significant increase in the Society’s net assets was the acquisition in June 2011 of the property at 104 West Gaston Street in Savannah for development as the Jepson House Education Center. Named in honor of philanthropists and higher education champions Robert and Alice Jepson, this is the first physical expansion of the Georgia Historical Society in forty years.
    [Show full text]