http://chineseinput.net/에서 pinyin(병음)방식으로 중국어를 변환할 수 있습니다.
변환된 중국어를 복사하여 사용하시면 됩니다.
Jones, Stacy Bishop ProQuest Dissertations & Theses University of Geor 2019 해외박사(DDOD)
University public service administrators consider a range of factors in their decisions to revise or implement local government training programs in service to their state. Major among these factors are the influence of external stakeholders, university mission, metrics, labor and financial resources, and university location. Resource dependency also impacts the administrator’s decisions as revealed in organizational effectiveness, environmental awareness, and environmental constraints. The decline in state government dollars to support training local government officials affects the public service administrators' decisions as they experience external and internal forces in their environment.Interviews of public service organization senior administrators, directors, and managers at three research universities, combined with document analysis from the universities' websites and document analysis from training profiles from the Consortium of University Public Service Organizations, uncovered that administrators experience the influence of external stakeholders. These external actors interact with the administrators' awareness of university mission, metrics of effectiveness, labor and financial resource availability, and their own organizational placement in the university infrastructure for public service. This study concludes that university public service organization administrators make decisions on local government training within a metaphorical box of influences that is impacted by strong external influences from the state legislature and local government associations.
Settling for Less: How Organizations Shape Survivors’ Legal Ideologies around College Sexual Assault
Bedera, Nicole ProQuest Dissertations & Theses University of Mich 2021 해외박사(DDOD)
It is well-established fact that sexual assault survivors who report the violence they endured to their universities are traumatized by the process, but there is little research on how these institutional betrayals are enacted or how they impact survivors’ legal and gender ideologies more broadly. This dissertation draws on twelve months of ethnographic observation of one university’s Title IX-affiliated offices and 76 interviews with survivors, perpetrators, and the administrators who oversaw their cases. I use these data to explore the organizational mechanisms of institutional betrayal and how survivors came to view betrayals as rational, inevitable, and, ultimately, their fault. The second chapter of my dissertation explores why there are so few Title IX investigations, even when survivors originally intended to report. Identified in my fieldwork as one of the most common institutional betrayals, I describe the power universities hold by creating and administering their own Title IX procedures, which makes survivors dependent on the organization to navigate Title IX proceedings. Accordingly, university administrators can subtly and overtly discourage survivors from engaging in Title IX processes that pose risk to the institution. Survivors quickly lose control over the trajectory of their cases, but lack the institutional knowledge to understand how their case took a different form from their original intentions or resist administrators’ efforts to neutralize their complaints. The third chapter of my dissertation examines how these power disparities lead survivors to blame themselves for the betrayals in their cases. Instead of holding their university accountable for denying their Title IX rights, survivors blame themselves for failing to overcome barriers to reporting, struggling to understand convoluted university policies and procedures, or for expecting too much of a process known to habitually fail survivors. As a result, survivors experience an institutional distortion of their legal rights that leads them to believe they have fewer options for recourse than the law guarantees them. This distortion creates new barriers in holding their university accountable for institutional betrayal or engaging in activist efforts. The fourth chapter of my dissertation investigates how Title IX administrators justify their roles in institutional betrayal. Specifically, I identify gendered rationalization frames of himpathy and hysteria that allow university administrators to reinterpret their primary goal as the protection of young men’s futures and consider inaction as the ideal outcome for a Title IX case. To defend this view from critique, they cast the Title IX process as irrelevant for survivors by claiming they were either mistaken in labeling an experience as violent or suffering from a trauma too severe for a Title IX process to repair. This chapter demonstrates that institutional betrayal in sexual assault cases is a gendered process, exposing (particularly women) survivors to more discrimination from the very office tasked with combatting gender inequality in education. Taken together, this dissertation provides evidence that universities’ management of sexual violence reinforces gender inequality. The ideological shifts survivors (and others involved in Title IX processes) experience during institutional betrayal likely extend beyond university campuses, contributing to the way sexual violence and the betrayal of survivors is normal and acceptable in broader society.
Sikenyi, Maurice Makhanu ProQuest Dissertations & Theses University of Minn 2019 해외박사(DDOD)
This study aimed to understand the role of higher education and peacebuilding in Kenya. In particular, the study explored how university administrators, faculty, students and national officials understand peace, and how university-level peace and conflict studies programs were designed and implemented for peacebuilding in Kenya. The study entailed a year-long period of fieldwork that focused on two Kenyan universities, Amani University and Umoja University , and their PCS programs. It was structured as a comparative case study utilizing semi-structured interviewing, document review and participant observations. The primary findings of this study are as follows: First, participants viewed higher education institutions (universities) as critical actors in the consolidation of peace, and peace and conflict studies (PCS) programs as critical for peacebuilding. However, participants also viewed universities as enablers of ethnic divisions and a culture of violence, a problematic role which participants felt needed to be addressed in order to generate meaningful efforts of peacebuilding through higher education. Secondly, participants understood peace as an outcome of the practice of uwazi and undugu, sustainable development, freedom from corruption, ethnic inclusivity and cohesiveness, absence of physical violence, good leadership and dialogue and reconciliation. I argue that these participants' constructions of peace, reflected their tacit knowledge, aspirations and lived experiences of conflict and peace that were particular to Kenya and therefore constituted a peace knowledge. Thirdly, faculty utilized peace knowledge and critical pedagogy to design PCS curricula and drew on local knowledge and resources to develop students' knowledge, skills and agency for peace and justice. Additionally, students' perspectives revealed transformative experiences in PCS programs. These formations of new perspectives and awareness of peace illustrate the transformative element of a university learning experience and confirmed the critical role of university actors and programs in shaping actions and values for peace and sustainability. This study contributes to understandings of peace and the role of education in peacebuilding. It reveals the relational nature of peace, particularly the role of individual lived experiences as well as context-level factors in shaping perspectives on peace and conflict which differ from one region to another. Subsequently, findings of this research illustrate limitations and promises of higher education institutions (HEIs) as avenues for peacebuilding. In Kenya, HEIs were constrained by competing demands for institutional survival amidst diminishing state financing and the high demand for university level-education and certifications. Similarly, broader social and historical issues within universities and beyond inhibit institutional efforts for peacebuilding. For example, negative ethnicity, electoral malpractice, corruption and inequality in resource allocations are issues that are imbedded in the structural and social fabric of the society in Kenya and require system-wide approaches in addition to peace education. This study concludes that there is a need for governments and educators to advocate for and implement policies and practices that incorporate local knowledge in peace education curriculum. It also suggests the need for a system-wide policy that address social and structural practices that exacerbate tensions and violence within all institutions.
Chandra, Meghna ProQuest Dissertations & Theses University of Penn 2022 해외박사(DDOD)
This dissertation investigates the consequences of university-driven development in Philadelphia, especially for the African American communities that surround the University of Pennsylvania, Temple University, and Drexel University. It uses the theoretical contributions of W.E.B. Du Bois and David Harvey to conceptualize Philadelphia’s high rate of low-income homeownership as a product of the struggle of black workers and communities for democracy and the Right to the City. Thirty-three qualitative interviews with long-time residents, political activists, university administrators, and community institutions were conducted. Quantitative analysis including logistic regression analysis of Home Mortgage Disclosure Act (HMDA) data comparing outcomes in gentrifying and non-gentrifying neighborhoods and spatial K-cluster analysis were also conducted. Results show that university-driven development is leading to the conversion of single-family homes into apartment buildings and multifamily rentals, and a vision of the city in which developers, city officials, and university administrators wish to (in the words of one interviewee) “bring Manhattan to Philadelphia”. For homeowners, density is a shorthand for social, economic, and political displacement of the black working class and the disappearance of affordable homeownership opportunities. Density and affordable housing—and an ideology of urbanism—as conceptualized by city planners, university officials, developers, and new residents, clash with communities’ definitions of what the urban fabric of Philadelphia should be, as well as what truly affordable housing looks like. Furthermore, the influx of a student and professional population and its definition of progressivism has led to the political displacement of constituencies that have been shaped by black liberation movements. Resistance to university-driven development, whether it is the movement against the building of Temple’s Stadium, or the drive to “save-zone” neighborhoods by rezoning them from mixed residential to single family, are led by black homeowners to preserve homeownership and black electorates. They are rooted in the historic struggles of the black worker in Philadelphia. I conclude with a discussion of the context of decreasing rates of homeownership in the country as a threat to a truly democratic society.
Academic Business: Professionalization and the University Business Officer
McWhorter, Lynn Price Auburn University ProQuest Dissertations & Theses 2014 해외박사(DDOD)
This dissertation examines the place of the college and university business officer in institutions of higher education across the U.S. South. In 1927, George Howell Mew, newly minted business officer at Emory University, was the driving force behind the creation of the Southern Association of College and University Business Officers [SACUBO]. Over the next fifty years members of SACUBO succeeded in creating an institution which transformed the business officer from a functionary who reported bookkeeping numbers to the board of trustees into an administrator and vice-president of the university. In the process, business officers helped transformed the college and university from an individual institution working with hundreds of students into campuses enrolling tens of thousands students and managing billions of dollars. A number of forces pushed college and university business officers into a position of responding to external pressures: philanthropy in the 1920s, research grants in the 1930s and 1940s, the need to train military personnel for wars from World War I into the 1980s and the accompanying regulations, the alliance of research universities with industry, and social pressures such as race relations and student protests. Though sometimes better than others, SACUBO helped college and university business officers navigate the complexities of the modern university.
A Study of the Effect of the Surface of a Catalyst on Dehydrations in the Vapor Phase
Kearby, Kenneth Karl ProQuest Dissertations & Theses University of Illi 1937 해외박사(DDOD)
The porous structure of gels has long made them seem attractive as catalyats. Probably due to the relatively high coat of moat gels, silica gel is the only one used extensively in catalytic work, and it is used in general only aa a support for other catalysts, for example platinum. The discovery of aerogels was announced by Kistler in 1932 in a paper describing their preparation and properties. Inasmuch as the aerogel is five to ten times more porous than the ordinary gel, one would expect it to be an even better catalyst than the xerogel (the ordinary dried gel). This point of view was adopted by Kistler, Swann, and Appel who pointed out that the aerogel probably has a greater surface area per unit of mass than any other solid available for catalysis. They also pointed out the accessibility of the surface is a maximum because the distances between surfaces in the solid structure are sufficiently large to make capillary condensation negligible and permit rapid diffusion of the reactants through it, while at the same time being sufficiently small for a gas molecule passing through the solid structure to undergo a maximum number of collisions with the surfaces. (Shortened by ProQuest.).
French, Rebecca Elizabeth ProQuest Dissertations & Theses University of Cali 2021 해외박사(DDOD)
This dissertation analyzes a single cohort in a larger two-year general education teacher preparation program to determine what the program intended for participants to learn about students with disabilities (SWDs) and Universal Design for Learning (UDL), their interpretation of that learning, and how they believe they incorporated this learning into their first year teaching. To understand this, I examined course syllabi from the teacher education program, lesson plans from participants’ student teaching experience, and interviews conducted during participants’ first year in their own classrooms. Participants included 15 of 29 cohort members in the secondary math and science teacher education program at a large urban university. Each agreed to the analysis of the lesson plans they created during their student teaching year and 10 participated in one-on-one interviews. Using qualitative methods, 18 course syllabi, 28 lesson plans, and 10 semi-structured interviews were analyzed.After completing the analysis, I found that the program spent very little time introducing participants to UDL or disability. Content analysis of course syllabi revealed mention of UDL in one course syllabus and less than 5% of readings or course materials addressed disability, based on review of available summaries and abstracts. Coding of lesson plans for UDL strategies showed emerging inclusion of strategies and techniques aligned with UDL. In the interviews, participants varied in how prepared they felt to work with SWDs, some felt they were as prepared as they could be while others stated they did not feel prepared. In a variety of ways, all participants stated that it was their responsibility to find the best ways to meet the needs of all of their students. Lesson plans reviewed in this dissertation showed the need for further study into how new teachers incorporate what they learn in their teacher education programs into their actual classrooms, especially around SWDs and UDL. Overall, this dissertation showed that the program could incorporate more learning about SWDs and UDL to better prepare general education teachers to meet the needs of all of their students.
Essays on Student Loans, Higher Education and Inequality
Cordoncillo, Marc Folch ProQuest Dissertations & Theses University of Penn 2021 해외박사(DDOD)
This dissertation consists of two essays at the intersection of the economics of education and inequality. The first chapter analyzes how increasing levels of student debt affect career and housing choices of bachelor’s degree recipients in the United States. Using within-cohort across-school variations in financial aid policies, it shows that higher student debt balances cause a front loading of earnings, lower earnings growth, lower graduate school enrollment, and earlier entry into home ownership. Then, a life-cycle model is estimated to analyze the mechanisms behind the interaction between student debt, career and housing choices. The structural model shows that post-school credit constraints generate a trade-off between career and housing choices for highly indebted graduates, playing a key role in explaining lifetime earnings inequality. Relative to the baseline 10-year fixed repayment plan, an income based repayment plan (or a more ambitious student loan forgiveness plan) increases human capital accumulation and earnings growth, while postponing entry into home ownership. The second chapter studies the evolving role of the higher education market in shaping earnings inequality in the United States. Using detailed institution-level data linked to administrative students earnings records, I document an increasing trend in post-school earnings inequality among students attending different four-year colleges and universities between 1997 and 2009. I then estimate the school quality production function as a composite of instructional expenditure per student and average (and dispersion of) students ability. The point estimates suggest that college readiness has a higher weight on explaining variation in post-school earnings relative to expenditure per student. Finally, I show a growing variation in both quality inputs, consistent with an increase in inequality in net tuition revenue and increasing relative demand for private non-profit doctoral universities.
Integrated Multiport Conversion with Rotating Transformer
Liou, Richard Ichen ProQuest Dissertations & Theses University of Cali 2022 해외박사(DDOD)
Single-phase energy systems are becoming increasingly common due to the rise of residential scale (∼3kW) renewable energy in the US. Integrating storage, sources, and loads poses many challenges associated with power balancing and being resilient to power supply variations or interruptions.A multi-port hub for integrating a single-phase utility connection, DC battery storage, DC photovoltaic (PV) generation, and critical customer loads is presented in this dissertation. At the core of the system is an electric machine that functions as a multiport rotating transformer, providing voltage conversion, galvanic isolation, 120 Hz ripple energy balancing for single-phase ports, and hold-up energy by use of intrinsic stored kinetic energy in rotation. The energy stored in rotation of the machine is orders of magnitude greater than that available in the capacitor bank often used in static systems and has no associated power versus energy trade-off.A transverse flux topology was chosen for the rotating transformer due to the topology's true torque scaling with respect to pole pairs and its simple winding configuration. The transverse flux machine was chosen to be have a U-core topology for its relative ease of manufacturing. A convex optimization design method was used to determine the machine physical dimensions and operating speed. The number of stator poles and magnets was specifically chosen to minimize cogging.A prototype system has been constructed that demonstrates all the functionalities of the rotating transformer. The prototype system validates the multiport system with rotating transformer as an effective and cost efficient method for the integration of typical residential PV components. This dissertation covers the design and implementation of the rotating transformer, its mechanical suspension, the system control, and the system power electronic converters.
Observations of the Rare-Earths: The Preparation and Study of Some of the Rare-Earth Metal Amalgams
West, Donald Haven ProQuest Dissertations & Theses University of Illi 1935 해외박사(DDOD)
The rare earth group offers many difficult problems. In the first place, the obtaining of the pure rare earth salts free from traces of neighboring elements is usually a long process. Also the obtaining of these elements in the metallic state is an extra-ordinarily difficult operation; many of them have never been prepared satisfactorily. (Shortened by ProQuest.).