THE SPORTING SPIRIT : PERCEPTIONS IN PHILATELIC ART ICONOGRAPHY AND SPORTS PHILATELY, 1896-1974. (VOLUMES I-IV)

HERNDON, MYRTIS ELIZABETH 1991 국내박사

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Herndon, Holly Rebecca ProQuest Dissertations & Theses Stanford Universit 2019 해외박사(DDOD)

The ugly American: Cosmopolitanism, culture, and the contingencies of globalization

Herndon, Scott New York University 2004 해외박사(DDOD)

This dissertation uses fiction, philosophy, and sociology to investigate a set of practical and theoretical problems that have emerged from the growing discourse of cosmopolitanism. Specifically, the project aims to introduce literary thinkers to important work being done in analytic philosophy and the social sciences. As a widely drawn intellectual project, cosmopolitan thinkers problematize notions of resistance and hegemony, hysteresis and contingency, and essentialist platforms for comparison across gaps of difference. In so doing, they not only reveal a number of possibilities for social change at the global level, but they provide a warning flag for naive conceptions of assistance or overriding social progress, which tend to discount the powerful inertia of cultural formations. At the same time, by using literature to crystallize the problems confronted by cosmopolitan thinkers, this book symbiotically argues that analytic philosophers and social thinkers need to pay special attention to the cultural insights of a wide range of writers of fiction. For within the works I consider---ranging from Hemingway and James Weldon Johnson to Peter Mathiessen and Leslie Marmon Silko---deep practical insights are revealed as to the nature and structure of a growing body of related and urgent social problems.

At that Time: Using the Sounding Body in Composition, as Composition

Herndon, Julie ProQuest Dissertations & Theses Stanford Universit 2022 해외박사(DDOD)

At That Time (2021) is a twenty-minute audiovisual chamber opera composed for the Decoder Ensemble, directed by Heinrich Horwitz, and premiered at the Music Biennale Zagreb in July 2021. I will discuss my artistic priorities and working process as they appear in this piece and connect to my recent research and composition.

Converging support, diverging goals: Regional party leaders and the European Union

Herndon, Joel Thomas Emory University 2001 해외박사(DDOD)

This thesis examines regional party attitudes and strategies toward the European Union in the nineties with the goal of contributing to the larger debate of how changes in the powers of the European Union and those of regional actors have influenced the integration process and party strategies in this process. Using a survey of politicians serving in regional parties across the European Union, the study provides concrete evidence that regional parties across Europe have been influenced by recent changes in the European Union's political space. While a growing literature has considered the theoretical implications of the changes in EU-regional relations in this period, few studies have attempted to evaluate these claims with empirical evidence. The goal of this thesis is to contribute empirical evidence to the growing debate over the change in governance within the EU.

Keeping the peace: A grounded theory of school board work in rural Florida

Herndon, Janet University of Florida 2004 해외박사(DDOD)

The purpose of this study was to describe school board member perceptions of their goals, problems, adjustments, and accomplishments. Five questions guided the research: (1) How do school board candidates define school board work while running for election and what do they hope to accomplish once in office? (2) What work do school board members actually do once elected and how does this work differ from candidates' pre-election expectations? (3) Do school board members adjust to the reality of their work and how do they perceive those adjustments? (4) What factors facilitate or inhibit the accomplishment of their desired goals? (5) How effective are school board members in matters related to governance and school improvement?. Data were collected over four years from 11 participants in three demographically similar rural Florida districts using in-depth interviews, observations, and document reviews. Ethnographic and grounded theory data-analysis indicated that the nature of school board work revolved around a single cultural theme that board members use to organize their behavior and interpret their experience. This theme explains what board members do and why they do it and predicts new member experiences, behaviors, and perceptions of board work. Keeping the peace---the district's political peace and a school board member's psychological peace---is the theme that helps explain school board work. Three implementing sub-themes, "giving up" original goals, "giving in" to a critical and demanding public, and "giving over" support to the superintendent, further explain the work. Two contrasting board member ideal types demonstrate two competing models of governance: the corporate-bureaucratic governance model and a democratic governance model. Keeping the peace discourages practices that a democratic theory of governance demands and poses a threat to citizen control of the schools. Board members face a dilemma: to keep the peace or to keep faith in democratic principles of governance. This study proposes how school board work could function if it were guided by the principles of democratic theory, making democratic principles both the means and the ends of board work.

The influence of essential technology on teachers' attitudes

Herndon, George Frazier Teachers College, Columbia University 2006 해외박사(DDOD)

Over ninety-nine percent of all public schools currently have Internet access and have improved student access to an average ratio of four students per computer. Yet teachers have remained slow and often reluctant to integrate technology into classrooms. Previous research confirms a long list of conditions e.g., time, access, and training, that can facilitate or obstruct technology-use. Research also shows attitude to be a strong predictor of computer-use. At the same time, perceived usefulness has been observed to influence attitude. There is a need for a better understanding of the factors determining classroom-use by teachers and students. The order and relative strengths of the factors influencing technological integration are not obvious. This qualitative, action research study explored the relationship among teachers' attitudes, technology-use, and the conditions surrounding that use. The research question pursued is: What did teachers report to be their use of and attitude towards technology used for essential tasks in an environment designed to be supportive? Four teachers were provided with reading assessment software on PDA (Palm 500s) to perform the essential task of assessing emerging readers. Using interviews, classroom observations, and an online conference, data were gathered, analyzed, and presented as four case studies. A cross-case analysis compared case findings and identified patterns. The study highlighted complex relationships and considerations involved in integrating technology into teachers' lives, particularly in the classroom. Numerous unexpected obstacles occurred throughout the study. Some aspects of the study were situated in the participants' homes, dividing the data into the contexts of school and home. Although interviews focused on their experience with the provided technologies, the teachers' interactions with all technologies became the necessary field of study. The findings supported previous research, clarified relationships between some of the known factors, and added several new findings. Teachers' backgrounds, uses of an essential technology, context, and relationship were all found to be significant factors influencing each teacher's willingness and confidence. These findings contribute to a neglected area of research, indicating the importance of understanding, while considering, teachers' needs when integrating technology in schools.

Sister Mary Theresa Brentano, O.S.B.: Innovator in the use of magnetic audio tapes. An overlooked story in the history of educational technology

Herndon, Linda Jo The University of Wisconsin - Madison 2002 해외박사(DDOD)

This study tells the story of Sister Mary Theresa Brentano, O.S.B., (1902–1987) and her experience as a pioneer in the innovative use of magnetic audio tapes and earphones in K–12 classrooms to individualize instruction. I situate her story within the larger story of the history of educational technology since her work as a pioneer in this field has been overlooked and consequently forgotten. This study documents the life cycle of Brentano's innovation from the initial idea in 1952 through the sale of the tapes to a commercial company and their subsequent return to her in 1971. Using the framework of an interpretive biography, I interweave Brentano's story with those of former tape teachers, tape students, her friends and colleagues, as well as newspaper and magazine articles about tape teaching to make the story more complete and accurate. Brentano's theory of individualized (within the group) tape teaching required the teacher to create three different tapes and worksheets to meet the needs of students in three ability groups who used these materials while the teacher personally worked with a fourth group of students. During the 1956–57 school year, Brentano oversaw the design and construction of Our Lady of Wisdom Hall, the first school building in the United States totally wired for electronic teaching at the site of the initial experiment at St. Scholastica Academy in Covington, Louisiana. Shortly after that, Brentano returned to her home religious community of Mount St. Scholastica in Atchison, Kansas, where she established the Tape Institute affiliated with Mount St. Scholastica College. At the Tape Institute, with funding from the Ford Foundation Fund for the Advancement of Education and from the Raskob Foundation, Brentano conducted summer tape workshops from 1958 through 1961. Here she taught teachers from around the country to write scripts, record tapes, and create worksheets to use when implementing her innovation. A thorough discussion of the benefits as well as the problems and challenges involved with individualized tape teaching helps present a complete picture of this innovative use of magnetic audio tapes in the 1950s and 1960s.

When can it be said, "You are what you know"? A multilevel analysis of expertise, identity, and knowledge sharing in teams

Herndon, Benjamin David The University of Texas at Austin 2009 해외박사(DDOD)

Individually held knowledge is one of an organization's most valuable assets. The extent to which an organization can leverage that asset depends on its members' not only applying knowledge in their work, but also exchanging and transferring knowledge with others in the organization. We still know very little, however, about why some knowledge workers are more or less willing to share their specialized knowledge with others. I argue that a robust explanation can be found in the risks or opportunities that knowledge sharing poses to personal identity. Specifically, knowledge workers' willingness to share knowledge with others can be explained by the importance they place on that component of personal identity associated with expertise (i.e., their expertise identity). I systematically explore contingency factors that might influence the effect of knowledge workers' expertise identity on their willingness to share knowledge, including other aspects of the self, dyadic social relationships, team identification, and the organizational environment. Finally, I argue that the effects of people's knowledge sharing will be evidenced in the learning outcomes realized by those around them. I conducted a cross-sectional survey study at a national engineering firm. The final sample included 221 members of 40 continuing teams (55% response rate). In addition to self-report data, surveys captured respondents' round-robin peer ratings of fellow team members on multiple constructs, including a measure of individuals' willingness to share their specialized expertise with others in terms of sharing the full range of personal techniques, reasoning, and experience that form the basis of their own mastery. I conducted analyses using multilevel modeling and social relations modeling techniques. Results supported 4 of 6 hypotheses. An individual's willingness to share knowledge with others was higher when expertise identity was high and dyadic trust, receiver expertise, and team identification were also high. Further, people with high expertise identity were less willing to share knowledge than people with low expertise identity when dyadic trust, receiver expertise, and team identification were low. Implications of these results, limitations of the study, and directions for future research are discussed.