The intersection of property and slavery in Southern legal thought: From Missouri Compromise through Civil War

Brophy, Alfred Laurence Harvard University 2001 해외박사(DDOD)

Alfred Brophy explores the development of modes of reasoning in Southern legal thought in the forty years leading up to the Civil War. The dissertation centers around three issues: how judges understood their duty to follow precedent as they reshaped the common law to comport with their ideas about economy and society; the role of political ideology in shaping constitutional protections for private property; and how judges melded considerations of humanity with cold legal logic. The study first looks to statements in judicial opinions, treatises, and public speeches to gauge the role of precedent, experience, reason, and humanity in shaping common law development. Then it turns to the institution of property in Southern thought, to show the centrality of property and slavery to Southern law. Next, it explores the development of constitutional protections for private property and the influences of Democrat and Whig ideologies on Southern courts. It then juxtaposes two subtle interpreters of Southern thought: Louisa McCord and Harriet Beecher Stowe. Stowe's 1856 novel, <italic>Dred: A Tale of the Great Dismal Swamp</italic>, in particular explores the power that considerations of precedent and expediency held over Southern judges. The final chapter draws together those themes by examining Confederate state court opinions regarding property rights. The study explores the ways that Southern judges brought strands of political theory and doctrine together to shape property law. It asks how those within and outside the Southern legal system understood what was happening. It responds to recent historical research addressing the interaction of cultural ideas, such as progress, slavery, and property, with legal doctrine in the years between Revolution and Civil War and in that way addresses the modification of legal thought from the Enlightenment ideas of the Revolutionary generation to the conservative thought of the proslavery Southerners.

Embracing change: Beginning leadership and reflective practice at a values-driven independent school

Brophy, Douglas S University of Pennsylvania 2006 해외박사(DDOD)

School leaders implementing reforms must recognize participants' apprehensions and anxieties regarding proposed changes, thereby preserving the participants' sense of psychological safety. This approach is more challenging, however, if the one implementing change is a beginning school leader, inexorably filled with his or her own concerns and insecurities. One means for new school leaders to confront the tensions brought about by change, including their own, is through administrator research, a nascent field of practitioner research typically in the form of reflective practice. In Fall 2000, I undertook my first school-leadership role, as Director of ESL Programs for an independent Quaker school. Two years later, I was appointed the school's Director of Upper School. For this study, I conducted administrator research investigating both leadership experiences, the ways that I implemented change and responded to crisis in both experiences, and how my leadership changed over time. I intended for this study to contribute to my leadership practice, to enhance the working relationships among the study's participants and me, and ultimately to advance our efforts in designing and implementing school policies. I also intended for this study to further the understanding of challenges confronting new school leaders, as well as to augment the burgeoning knowledge base of administrator research. My research methodology was grounded in "triangulation": collecting information from diverse sources, while looking for points of convergence. The study underscores my leadership strengths and limitations, demonstrating how I capitalized on the former and improved the latter, to more successfully implement change; how I strengthened relationships between my colleagues and me; and, how my ability to engage in and learn from reflective practice improved over time. The study then suggests that administrator research is an essential tool for beginning school leaders; that educational institutions should therefore train beginning school leaders in its practice; and, that a meta-analysis of administrator research is needed to boost our understanding of its efficacy. Finally, the study proposes ways to augment the existing literature, in order to fortify the growing field of administrator research.

Dual public high school and public college enrollment: Factors associated with the choice to participate or not to participate in Washington State's Running Start Program

Brophy, Michael Lee Washington State University 2005 해외박사(DDOD)

The Washington State Legislature passed the "Learning by Choice" Law in 1990, which created, among other choices for students, the Running Start Option. Running Start allows qualified high school juniors and seniors the opportunity to take college courses at local community, technical, state and regional colleges and universities, thereby earning simultaneous credit at both their high school and community college, technical school, or university. Washington is one of forty-eight states that currently provide a dual enrollment opportunity to students that allows them to earn high school and college credit simultaneously through local community or technical colleges while still in high school. In 1992--1993, during the first year that the program was offered statewide, the level of participation in Running Start numbered 3,350 students. In 2003--2004, the level of participation in Running Start was 15,610 individual students, equal to 9,532 fulltime students. The level of participation in Running Start has grown by about 5 percent a year, or equal to the growth of the enrollment of juniors and seniors in the state (State Board Annual Progress Report, 2004). This research is presented as a policy study of the Running Start Program in Washington State. The policy study focused on three sections. The first section identifies the population of Washington State 11th and 12th graders, for the purpose of comparing to the sample drawn from Chelan and Douglas Counties 11th and 12th graders. The second part of the first section compares the population of Washington State Running Start participants and participants at regional colleges, to the sample drawn from Chelan and Douglas County Running Start participants. The comparison of both purposes was determined to be representative. The second section of this policy study examines how a student's perception of his or her affiliation to his or her high school relates to the choice to participate or not to participate in Running Start. The study concluded that the greater the connection students feel toward their affiliation to high school, the more likely they are to not participate in Running Start. Conversely, the more disconnected students are toward their affiliation to their high school activities, teachers, and the relevance of schoolwork, the more likely they are to participate in Running Start. The third section examines the considerations that are identified for the reasons why participants value their participation in Running Start. In order of importance, family economic, personal economic, and personal academic considerations were identified by Running Start participants. This study concludes with recommendations for further study and recommendations for professional practice relative to the State of Washington's Running Start Program.

Tending to Unite? The Origins of Uyghur Nationalism

Brophy, David John Harvard University 2011 해외박사(DDOD)

This dissertation seeks to answer the question of how and why a community straddled along the Russia-China border imagined itself as the modern Uyghur nation in the wake of the Russian Revolution. Reflecting the transnational character of its subject, it incorporates a broad range of archival sources from Russia, Central Asia, China and Great Britain. It is also the first study of this subject to give proper space to local Uyghur-language sources. The dissertation begins by examining ways in which movement through this frontier zone, characterized by ambiguous categories of sovereignty and citizenship, led to hardening or weakening of existing ethnic and corporate forms of group identity. Trading networks, labor migration, and refugee flows, are all considered as parts of the formation of this diaspora of emigres from Xinjiang living in Russian Turkistan in the late nineteenth century. An analysis of the internally differentiated structure of this diaspora is seen as key to understanding the varied responses of this community to the ruptures of the early twentieth century. It also considers the extent to which transnational political ideologies overcame these boundaries, and questions the role of pre-revolutionary reform movements in the genealogy of the first Soviet Uyghur cadres. My study argues that the invention of Uyghur nationalism can best be understood as a marriage between an ideological project formulated by long-standing migrants from Xinjiang with Russian citizenship, and the organizational forms adopted by sojouming Kashgari traders to defend their economic interests during the Civil War. The unstable nature of this alliance led to a protracted and multi-sided debate on the nature of the Uyghur nation throughout the 1920s. The dissertation concludes by looking at the reflection of these events in the Uyghurs putative homeland of Xinjiang, and the role of Uyghur Communists in the transition from late-Qing forms of governmentality to the new authoritarianism of the Sheng Shicai regime of the 1930s---the first to recognize the Uyghur as an official ethnic group in the province.

Moral intuitions in reflective equilibrium: Applying scientific methodology to ethics

Brophy, Matthew E University of Minnesota 2009 해외박사(DDOD)

In this dissertation, I examine the credibility of moral intuitions and their relation to moral principles and background theories, as represented in the method of reflective equilibrium (MRE) originally set out by Rawls in A Theory of Justice. As part of elucidation and justification of this method, I make frequent comparisons to scientific methodology, which shares close similarities to the method of reflective equilibrium. I argue that MRE provides a non-foundationalist moral methodology which appears to be a promising approach to moral justification and moral adjudication. Moral intuitions are a crucial feature of MRE: they serve as the starting points of moral theory construction and testing in a similar way as empirical data serve as the starting points of scientific hypothesis construction and testing. Moral intuitions - just as any data - can sometimes be mistaken, however. Upon what basis can the credibility of a moral intuition be determined? I examine how the credibility of an intuition can be determined by examining its "etiology." The etiology of a moral intuition is its causal origin, which includes sociological, psychological, evolutionary and biological factors, some of which might impugn its credibility. Since intuition credibility determination is essential to the methodology of reflective equilibrium, I endeavor to show that moral intuitions can be vetted in nontrivial and noncircular ways. This filtration process discredits those initial moral judgments that are determined to be error-disposed. These resulting noncredible intuitions are then excluded from the set of considered judgments, which serve as the provisional starting points for ethical theory construction and testing. Ultimately, I will show that the moral methodology of reflective equilibrium, when theoretically developed and empirically substantiated, provides a significant contribution to moral philosophy. In particular, this fortified methodology provides further traction in ethical debate and adjudication. I exemplify this point in the final chapter, demonstrating how intuition credibility determination lends defense to a certain form of utilitarianism against certain traditional intuition-based attacks, and I show how the triple adjustment between intuitions, moral principles and background theories, understood in the context of wide reflective equilibrium, can assuage such objections.

Exploring and justifying ideas in an undergraduate mathematics course: A case study

Brophy, Anna Rutgers The State University of New Jersey - New B 2013 해외박사(DDOD)

The improvement of mathematics education relies very heavily on the improvement of undergraduate mathematics education for future teachers (National Research Council, 1989). It is important that undergraduate mathematics instruction for prospective teachers demonstrates techniques to be used in their future classrooms (Blair, 2006; Senk, Keller, & Ferrini-Mundy, 2004). Specifically, pre-service teachers should develop an understanding of the mathematical processes of exploration and proof (Senk, Keller, & Ferrini-Mundy, 2004). If problems that encourage mathematical exploration and justification are to be brought into the undergraduate classroom, understanding how students build and justify their solutions will be of importance. The purpose of this research was to (1) investigate how undergraduate students enrolled in a mathematics course solve and justify their solution to a series of combinatorics tasks, (2) analyze the moves employed by the instructor and (3) investigate how their solutions compare to the solutions of other students involved in the same problem-solving tasks. This case study was conducted in a mathematics class at a liberal arts college. The six students in this class were all mathematics majors studying to be teachers. Using videotaped data and students' written work, a careful analysis of how the students built their solutions and justified their answers to three combinatoric problems was conducted. It was found that the strategies and justifications used by the students in this study were similar to those used by participants in earlier studies. Furthermore, in investigating how the college math students built their solutions to the problems, it was found that the instructor played a critical role in the learning process. Findings from this study verify that mathematical learning can take place in a college mathematics class that fosters mathematical exploration and justification with well-chosen tasks, collaboration with peers, and student-centered instruction. This study also has implications for implementation in other settings by providing examples of students' solutions to specific tasks as well as examples of how instructors can effectively interact with students in a mathematical classroom that nurtures the mathematical processes of conjecturing, generalizing, and justifying solutions to problems.

A grounded theory of leadership practices that contribute to the development and implementation of successful academic programs

Brophy, Michael S The University of Wisconsin - Madison 2006 해외박사(DDOD)

Newly developed academic programs at four institutions were utilized in a case study approach to developing the grounded theory. These institutions are all located in the midwest and include an urban comprehensive public university, a proprietary college, a suburban selective liberal arts college, and a rural environmental liberal arts college. This collection of colleges and universities represents a purposeful sampling of the major types of institutions dominant in American higher education. Through the utilization of the constant comparative method, the findings supported the development and creation of a theory regarding the need for credible leadership when developing and implementing academic programs. Leadership for successful academic program development is fueled by credible leaders who identify new program opportunities and challenges and, in turn, thread a vision of the proposed program into the institution's evolving story. More specifically, the expression of this vision is supported by: (a) the capacity and willingness to identify and address major challenges to program development, including often unanticipated challenges; (b) providing resources; (c) assembling an effective team of leaders who complement each other; (d) developing faculty buy-in; (e) creating exciting cultures of innovation where stakeholders are provided with a sense of belonging and the opportunity to pursue inquiry through success and failure; and (f) the appointment of credible leadership. The catalyzing nature of these practices create nurturing microenvironments within larger institutional environments, enabling new program proposals to receive the care and attention they need to develop. Based on this study's findings, it appears that academic leaders learn that it is important to create a program development environment that inspires trust and confidence. Dealing with unexpected challenges and unintentional consequences requires the establishment of catalyzing environments that support the development and implementation of successful programs.

Factors Associated with Successful Completion of a Transitional Living Program for Homeless and Former Foster Youth

Brophy-McLean, Megan R State University of New York at Albany ProQuest Di 2017 해외박사(DDOD)

Transitional and Independent Living programs exist to help prepare homeless, at-risk and foster youth to live independently in the community as adults at an age earlier than expected from more privileged youth. The challenges they face often result in poor outcomes such as ongoing homelessness, substance abuse problems, low levels of education, and high levels of unemployment. Because the stakes are so high for these youth, it is imperative that the programs designed to help them are able to meet their needs by having them remain in the program until they are competent to live independently. This study attempts to identify characteristics of youth who are successful at completing a Transitional Living Program, and to see if they differ in any way from youth who are not successful. A successful completion is defined as having a planned discharge from the program. Identifying as non-Caucasian and being employed were both found to be predictors of a planned discharge from Transitional Living.

Strangers and sojourners: Pilgrims, penance and urban geography in late-medieval Rome (Italy)

Dubois, Katharine Brophy University of Michigan 2001 해외박사(DDOD)

Created in the year 1300, the Roman Jubilee was a celebration of penitential pilgrimage focused on Rome's principal churches. This dissertation is about the Jubilee's development and its proliferation from a once-a-century happening to an event that occurred every twenty-five years by 1450. The Jubilee's maturation was shaped by three major forces. The basis for the Jubilee was Rome's rich sacred topography, a landscape comprised of multiple shrines and relics laden with spiritual value. The contemporary state of penitential devotion invested pilgrimage with meaning that found unique expression in Rome, notably through the Jubilee's plenary indulgence. Finally, individual popes who sponsored Jubilees used the celebration in the service of their own needs. The development of the Jubilee as an institution with defined values, actors, and rituals paralleled that of a different kind of institution in Rome: foreign national hospices. In the second half of the fourteenth century charities for poor pilgrims took their place alongside Roman hospitals, but limited their services to those defined by language as co-nationals with the founders, many of who were not in any official capacity connected to the papal court or Curia. The emergence of a number of such hospices in one place was unprecedented. Many of the same forces that caused the Jubilee to develop throughout the late fourteenth and early fifteenth centuries into a mature institution-event—Rome's sacred topography, penitential rituals, and papal and curial politics—resulted in the creation of the foreign national hospices. The interrelated development of the late-medieval Jubilee and Rome's foreign national hospices reflect the unique urban environment of Rome in the later Middle Ages. This dissertation, then, is about the way Christians understood Rome in a conflictual era of plague, institutional division and societal fragmentation; the way pilgrims used Rome; and the way lasting and influential institutions were born of these meanings and uses.