International capital makers and the capital structures of mnc's foregin affiliates

Bohorquez B. Eduardo Wisconsin-Madison University 1980 국내박사

An Analysis of Five Simulation Methods for Determining the Number of Replications on a Complex Monte-Carlo Study

Wisconsin Madison University 1986 국내석사

The sixties and the Cold War university: Madison, Wisconsin and the development of the New Left

Levin, Matthew The University of Wisconsin - Madison 2009 해외박사(DDOD)

The history of the sixties at the University of Wisconsin-Madison is both typical of other large universities in the United States and, at the same time, distinctive within the national and even international upheaval that marked the era. Madison's history shows how higher education transformed in the decades after World War II, influenced deeply by the Cold War struggle with the Soviet Union. Universities became increasingly important to the Cold War effort, with many schools developing close ties with the federal government and especially its national security agencies. The Cold War also helped underwrite a massive expansion of university enrollment in the 1950s and 1960s, while universities offered a space for anti-Cold War dissent. These tensions in Cold War-era higher education were exposed during the war in Vietnam, and they fueled and focused the campus-based protest movement that emerged in the sixties. In Madison, two of the era's most important protests, a 1966 draft sit-in and a 1967 demonstration against interviewers from Dow Chemical Company, indicated how the struggle over the Cold War university contributed to the New Left. Madison's New Left also had its own distinctive development. Students in the 1950s maintained a critique of American foreign and domestic politics, while signs of a New Left emerged by the middle and later years of the decade. Madison developed a vibrant intellectual community during these years, the result of Wisconsin's Progressive political tradition, a number of irreverent and sometimes even radical faculty members, and a mix of students that included Wisconsin radicals and out-of-state Jews. Established in 1959, the journal Studies on the Left was one product of this community, its development highlighting the importance of 1950s student politics in the emergence of the New Left even as its criticism of American imperialism and liberalism spread outside of Madison.

The ethnic studies movement: The case of the University of Wisconsin Madison

Casanova, Stephen The University of Wisconsin - Madison 2001 해외박사(DDOD)

This dissertation examines the origins of ethnic studies at the University of Wisconsin-Madison in the late 1960s and it addresses the central role played by Black students in developing the Department of Afro-American Studies. This thesis also reviews the history of ethnic studies and provides a synopsis of the ethnic studies struggle at San Francisco State College, which initiated the ethnic studies movement. The ethnic studies movement is the struggle for educational reform that seeks to establish and advance the cause of ethnic studies in colleges and universities. While the roots of the ethnic studies movement are found in the various ethnic minority communities themselves, minority student activists initiated the movement for ethnic studies in predominantly white universities and colleges during the late 1960s. In an effort to organize the somewhat unwieldy history of ethnic studies, I suggest four distinct phases or periods of time for viewing the development of ethnic studies. The history of ethnic studies is explored through a discussion that examines the first two of the four phase—(1) the foundation phase, 1954 to 1967, which laid the groundwork for the emergence of the ethnic studies movement, and (2) the ethnic studies phase, 1968–1972, which saw the greatest degree of student activism and accounted for the establishment of the largest numbers of programs. My investigation of the ethnic studies movement confirms the central role played by minority students in the development of ethnic studies. The minority power movements of the 1960s and 70s sparked the creation of the minority student movement and a widespread struggle to establish ethnic studies. At UW-Madison, Black students were inspired by the Black Power movement to create their own organizations and to struggle for the establishment of an Afro-American Studies department. Ethnic group identity and pride were strong motivations that led minority students at Madison and elsewhere to strive for ethnic studies programs that taught them about their histories and cultures. An important factor that contributed to the emergence of the struggle for ethnic studies was the ideological conflicts that arose between the minority students attending predominantly white campuses and the “high risk” compensatory education programs established to recruit these students. Minority students were strongly influenced by the minority power principles, which stressed self-determination and separate or autonomous institutions. By contrast, the compensatory education programs that recruited minority students often promoted integration and assimilation. The case of UW-Madison, which in the late 1960s, experienced considerable conflict between Back student activists and the compensatory education program's director, suggests the possibility that compensatory education programs were an important site of struggle in the movement for ethnic studies. Finally, my investigation suggests that faculty and administrators at Madison and campuses throughout the nation were willing to establish ethnic studies programs and departments, but that they sought to depoliticize these programs by eliminating aspects of the minority student demands for ethnic studies that were not in accord with traditional academic norms.

Engaging 21st century audiences through innovative and interactive performance: Reflections on implementing a course on community engagement and suggestions for future programming at the University of Wisconsin-Madison

Page, Julie Elizabeth The University of Wisconsin - Madison 2012 해외박사(DDOD)

The Doctoral Performance and Research submitted by Julie E. Page, under the direction of Professor Martha Fischer at the University of Wisconsin-Madison, in fulfillment of the requirements for the degree Doctor of Musical Arts consists of the following. I. Recital, December 8, 2009, Morphy Hall: Sonata for Bassoon and Piano - John Steinmetz; Violin Sonata in D minor, Op. 108 - Johannes Brahms; Cello Sonata in B flat major, Op. 71 - Dmitri Kabalevsky. II. Recital, March 26, 2010, Morphy Hall Hungarian Dances Nos. 2, 3, 6, 7 - Brahms; Zwei Gesange, Op. 91 - Brahms; Vier ernste Gesange, Op. 121 - Brahms; Liebeslieder Waltzes, Op. 52 - Brahms. III. Recital, January 30, 2011, Morphy Hall: Sure on this shining night - Samuel Barber; Three Songs, Op. 45 - Barber Hermit Songs, Op. 29-Barber; Duets, Op 43 - Robert Schumann; Dichterliebe, Op. 48 - Schumann. IV. Recital, April 25, 2011, Capitol Lakes: Suite, Op. 157b - Darius Milhaud; Eight Pieces, Op. 83 (Nos. 1-4) - Max Bruch; Quatuor pour la fin du Temps - Olivier Messiaen. V. Lecture Recital, May 12, 2012, Bethel Lutheran Church: "Classical Music and 21st Century Audiences: Engaging the Broader Public through Innovative and Interactive Performance," presents the results of a Spring 2012 special topics course focused on community engagement and includes live performances of repertoire introduced as part of student-developed community projects. VI. Final Recital, May 17, 2012, Capitol Lakes: Short Story-George Gershwin (arr. Samuel Dushkin) Monument-John Stevens Little Suite of Four Dances - William Bolcom; N.O. Rising - Kim Scharnberg; Lullaby, Manners, & Goodby, Goodby World - Lee Hoiby; Symphonic Dances from West Side Story - Leonard Bernstein (arr. John Musto). VII. Written Project: "Engaging 21st Century Audiences through Innovative and Interactive Performance: Reflections on Implementing a Course on Community Engagement and Suggestions for Future Programming at the University of Wisconsin-Madison," describes the process of creating the community engagement-focused course, discusses student-developed community projects, provides results and reflections, and proposes future programming and a certificate in community music at the UW-Madison (includes syllabus).

The effects of students' perceptions of self, others, and institutions on community college transfer to a selective four-year university

Cook, Marjorie Anne Elizabeth The University of Wisconsin - Madison 2010 해외박사(DDOD)

A substantial amount of research has been conducted on the college choice process of students entering postsecondary education, yet little is known about this process for students transferring from two-year colleges to bachelor degree-granting institutions. The current study examines how and why community college students' perceptions shape their decisions about where to transfer. I also examine how social class background affects those perceptions. In 2005, 788 students completed a survey administered at Madison College. Four years later, two sub-samples of students were interviewed from those who indicated that they planned to transfer to the local research-intensive university. One group achieved their stated goal, while others transferred to comprehensive regional universities. Using the concepts and related theories of prototype matching and possible selves, the study examined how students' perceptions of self, others, and institutions---in particular, the faculty, staff, and milieu of both Madison College and UW-Madison---affected their transfer college choice. In-depth interviews documented their understanding of how these perceptions were formed and reinforced by the social class of the students. The primary factor in whether students pursued their stated goal of transferring to UW-Madison was their belief that Madison College was comparable in quality to the university. Academic success at the two-year college provided assurance to these students that they were academically well-matched to the prototypic student at UW-Madison. Another factor was the high level of guidance these students received through engagement at Madison College, which also contributed to their positive perception of the institution. The study found that working class students, in particular, did not have well-elaborated possible selves related to attendance at UW-Madison, and did not feel well-match socially to the student body. Their feelings of match to Madison College, an institution they perceived as being of equal quality to the university, seemed to have a mediating effect on their ability to see attendance at the selective research university as a possibility, thus motivating them to apply.

Concerto for trumpet and orchestra by Lauren Bernofsky: Conversation and analysis

Thornton, Mary Leita The University of Wisconsin - Madison 2002 해외박사(DDOD)

The Doctoral Performance and Research consists of the following. <italic>I</italic>. Concerto Performance, March 6, 1996, Madison, Wisconsin. Program: Arcangelo Corelli, Sonata con Tromba in D, WoO4. <italic>II</italic>. Solo/Chamber Recital, March 22, 1999, Madison, Wisconsin. Program: Tommaso Albinoni, Concerto in C for Trumpet, Three Oboes, Bassoon, and Basso Continuo; Eric Ewazen, Sonata for Trumpet and Piano; Jan Koetsier, Gran Trio per Tromba, Trombone e Pianoforte, Opus 112. <italic>III</italic>. Chamber Recital, February 21, 2000, Madison, Wisconsin. Program: Georg Frederic Handel, Let the Bright Seraphim; J. S. Bach, Cantata No. 51; Jerzy Sapieyevski, Arioso; Paul Bowles, Music for a Farce. <italic>IV</italic>. Solo Recital, April 25, 2000, Madison, Wisconsin. Program: Vincenzo Bellini, Concerto; J. B. Neruda, Concerto in E♭; Halsey Stevens, Sonata for Trumpet and Piano; Alexander Arutunian, Scherzo. <italic>V</italic>. Lecture Recital, July 28, 2001, Madison, Wisconsin. “Concerto for Trumpet and Orchestra by Lauren Bernofsky: Analysis, Comparison, and Conversation.” A lecture/recital focusing on the Concerto for Trumpet and Orchestra, including the premiere performance, biographical information, a comparison of other works for brass by Lauren Bernofsky, and excerpts from an interview with the composer. Program: Lauren Bernofsky, Concerto for Trumpet and Orchestra (World Premiere—Piano Version). <italic>VI</italic>. Written Project: “Concerto for Trumpet by Lauren Bernofsky: Conversation and Analysis.” This project consists of a theoretical analysis of the concerto, an interview with the composer, a biography, a written record of rehearsal collaboration, and a discussion of piano score performance implications.*. *This dissertation is a compound document (contains both a paper copy and a CD as part of the dissertation). The CD requires the following system requirements: Mac OS; Quark Express.

Academic advising: Assessing psycho-social development, advising theory and student satisfaction. A comparative analysis of the College of Agriculture and Life Sciences and the College of Letters and Science at the University of Wisconsin-Madison

Matosian, Mark Charles The University of Wisconsin - Madison 1999 해외박사(DDOD)

Academic advising has traditionally ranked very low among college students on campus surveys of student services. Most of the studies conducted on the advising function are solely focused on student satisfaction. Despite the overall low levels of satisfaction, academic advising has also been identified as the cornerstone to achieving student retention. While administrators in higher education acknowledge the importance of academic advising, little has been done to explore the reasons associated with the lack of student satisfaction and the advising process. Within colleges, many academic deans are creating mission statements that include the advising function, yet are doing so without linking these efforts to measuring student outcomes. This study challenges administrators to look beyond satisfaction and examine the links between constructs, such as the achievement of student development tasks as identified by the Student Development Tasks Lifestyle Inventory (SDTLI), advising theory, decidedness of major and overall satisfaction with advising. For example, what advising theory, if any, do students associate with the advising experience? What advising theory would students ideally select, if any, for an advising session? How does decidedness of major relate to the style of advising used and the level of satisfaction? How does achievement of developmental tasks affect the satisfaction level with advising?. Freshmen and sophomores from the College of Agriculture and Life Sciences (CALS) and the College of Letters and Science (L&S) were surveyed in Spring, 1999 at the University of Wisconsin-Madison to address these questions. The data also included responses from the UW-Madison Undergraduate Student Satisfaction Surveys conducted by the University of Wisconsin Survey Center 1993–1998. The results of the analysis suggest that students ideally want to receive developmental advising regardless of their college affiliation, achievement of student development tasks and decidedness of major. In addition, the analysis suggests that students within CALS have achieved tasks related to career planning and academic autonomy at a significantly higher level than students in L&S. The fact that CALS students are advised by faculty members may account for the increased focus on job preparation and career opportunities.

The enjoyment of life and liberty: James Madison's liberal design for the Bill of Rights

Kasper, Eric T The University of Wisconsin - Madison 2007 해외박사(DDOD)

The U.S. Supreme Court and scholars have extensively used James Madison as an authority when they interpret provisions of the Bill of Rights, especially the First Amendment, property rights, and rights of the criminally accused. These cases and scholarly works often provide competing and inconsistent interpretations of Madison's intent. These disagreements occur primarily because there have been few attempts to comprehensively understand Madison's views on human nature and his political theory when he proposed the Bill of Rights. Through a thorough historical examination of Madison's writings and speeches, one sees that Madison's understanding of human nature owed a debt to John Calvin, David Hume, and John Witherspoon. Madison believed that people were capable of achieving virtue, but also that after the Fall they were prone to acting wickedly and out of self-interest. This realistic understanding of human nature led Madison to the belief that no one, and no government, could be completely trusted. Madison's study of Calvin and John Locke led him to believe that humans retained certain natural rights after the Fall. Thus, Madison proposed a set of classical liberties when he drafted the Bill of Rights. In addition, Madison felt that protecting these natural liberal rights would have secondary benefits to society. Madison, similar to Adam Smith and Thomas Jefferson, thought that protecting liberal rights would allow people to cultivate their potential virtue through exercising their freedom. However, knowing that some persons would not be capable of virtue, Madison felt like Bernard Mandeville that society's common good could be advanced by taking advantage of the ingenuity and labor of those who acted out of selfishness. Although Madison was initially opposed to a bill of rights, his views of human nature and his political theory eventually convinced him that such a "parchment barrier" could be protective of freedom and useful strategically to save the Constitution. Finally, with this comprehensive understanding of Madison in mind, it is clear that while some Supreme Court justices have truly understood Madison, others have blindly dropped Madison's name as an appeal to authority.

Safety climate in a university physical plant and its relationship to self-reported injury

Alvarado, Carla Jean The University of Wisconsin - Madison 2003 해외박사(DDOD)

In industrial settings, NIOSH researchers and others have shown employee perceptions of their organization's commitment to safety and/or safety climate to be important correlates to both the adoption and maintenance of safety work practices, and predicting work place injury rates. However, safety climate measures have never been addressed or evaluated in a major teaching and research university setting. In this study, we developed a tool (questionnaire) to measure the safety climate in a university physical plant department in order to examine its effect on worker self-reported workplace injury and illness. The U.W.-Madison physical plant employs workers in jobs ranging from custodial services to skilled trades. It is the university division that most reflects risk and injury reported on safety climates in industry settings. The study measures the safety climate of the University of Wisconsin-Madison physical plant workers and incidences of self-reported injuries in the same employees for the year 2001. Additionally, the actual State of Wisconsin Workers Compensation Injury and Illness Data for the same Physical Plant Units are also reviewed. A 39-item questionnaire, including 22 safety climate items, self-reported injury and illness and demographic questions, was developed and given to a sample of 589 U.W.-Madison Physical Plant workers with potential risk for injury during the course of their job duties. The response rate was 81% (79% Trade Shops Unit; 84% Custodial Services Unit) of the entire Physical Plant employees. A 20-item scale that measures workers perceptions of safety climate was extracted through exploratory factor analysis from the original 22 safety climate items. This safety climate scale loadings on components or factors revealed 6 different constructs: (1) management support and training; (2) PPE availability; (3) risk perception; (4) environment condition; (5) time pressure; and (6) social support. Of these six factors, one factor, management support and training accounted for the most loadings and greatest variance explained. This concurs with past safety climate studies and most of the safety climate or safety culture questionnaires in the peer-reviewed literature. Because of the high correlations among these 6 factors, a one factor “general safety climate index” (GSCI) was created by loading all 22 items on one component.