Women creating New Mexico : Intercultural communication processes in southwest forms of creative expression

Sorrells, Kathryn University of New Mexico 1999 국내박사

Marion Jennings Rice, philosophy and praxis: The professional biography of a Georgia educator

Sorrells, Rachel Teresa University of Georgia 2001 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This study is an educational biography of Marion Jennings Rice, a social studies educator. In 1960, at age 40, Rice assumed his professorship at The University of Georgia and remained there until he retired in 1986. Rice, still professionally active, had his career catapulted into prominence during the New Social Studies Movement. He co-directed one of the three national anthropology curriculum projects of this era, the Georgia Anthropology Curriculum Project. He also directed the Georgia Geography Project which was subsidized by The University of Georgia. The first three chapters of this study chronicle Rice's first 40 years and attempt, from a sociological point of view, to pin-point factors which contributed to his ensuing 40 years as an educator. Chapters four through six delineate three other major purposes of the study. They are to outline some of the key perspectives, trends and issues within the field of social studies which encompass Rice's life course, to briefly describe and explain the rise and decline of the New Social Studies Movement and to provide for a more holistic picture of the developments within the Social Science Education Department of The University of Georgia during Rice's tenure there. Chapter seven attempts to concisely portray Rice's character as described by the 27 respondents of the study. One of the most salient characteristics of Rice's philosophy and praxis was his adherence to the belief that the teaching and internalization of the structure of the disciplines was the most important function of the social studies. This belief has remained constant through out his career and was evident in his classroom teaching, direction of the New Social Studies curriculum material and in his role as mentor, major professor and adjudicator to 36 doctoral students.

Extending public higher education into northern Virginia: The formative years of George Mason University, 1949--1972 (Virginia)

Sorrell, Michael Ronald University of Virginia 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation examines two university-extension initiatives in Virginia at mid-twentieth century. The study specifically explores the establishment and development of an extension center and a branch college in Northern Virginia, both affiliated with the University of Virginia. These schools played seminal roles in bringing public higher education to Northern Virginia and later establishing a state university in the region. Both the Northern Virginia University Center (1949) and University College (1957), later named George Mason College of the University of Virginia, were conceived with the understanding that each institution would serve distinctive higher educational missions in Northern Virginia. In addition, this study adds to the existing literature on the branch-college movement in Virginia at mid-twentieth century. By focusing on the formative years of George Mason University when it operated as a branch college, a unique institutional identity and transformation, unlike any of the other branch colleges associated with the University of Virginia, is disclosed. This dissertation highlights the following key topics: (1) the role of the University of Virginia in university extension in the Commonwealth of Virginia; (2) the administration and supervision of university extension by the University of Virginia; (3) the demographics of Northern Virginia at mid-twentieth century and the need for public higher education in the region; (4) the role of local jurisdictions, organizations, and individuals in Northern Virginia in persuading the University of Virginia and the General Assembly to support higher education in the region; (5) the pivotal events associated with the establishment of an extension center and a liberal-arts branch college in Northern Virginia; (6) the controversies surrounding the permanent site selection of George Mason College and the alleged indiscretions of its second director; and (7) the distinctive transformations of the University of Virginia's Northern-Virginia branch from a two-year transfer college to a four-year degree-granting branch college to an independent state university.

Size does not matter: Creating an anchor institution model for small urban colleges

Sorrell, Michael J University of Pennsylvania 2015 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

America faces significant societal challenges, and higher education must play a role in responding to these problems. Among the places where higher education's engagement is most needed is in the inner cities of the country. These communities will not be transformed without a number of committed parties, who are anchored in these communities, working together to solve the pervasive issues facing their residents. The impact that anchor institutions, defined as large research universities, are having on their host cities and surrounding neighborhoods has been well explored. However, there has been little research done on how to measure the social and economic impact that the most common type of urban college, institutions with 5,000 students or less, have on their communities. The failure to adequately examine the civic and economic development possibilities of these small colleges and universities is an oversight that prevents higher education from maximizing its ability to strengthen these communities. This dissertation seeks to address that gap by asking and answering the question: Is the Work College model, as utilized by Berea College in Kentucky, a viable anchor institution framework for small urban colleges to adopt?. This dissertation used qualitative research and case study methods to expand the understanding of the role higher education can play in both the economic and social development of urban populations. Additionally, it identifies points of intersection between the seemingly disparate urban and Appalachian populations and the historical purpose of higher education. Lastly, it presents a fresh model for both scholars and practitioners to explore as they each search for ways to use higher education to improve the quality of life for under-resourced populations.

Mental health treatment preferences for persons of Mexican heritage

Sorrell, Tanya R The University of Arizona 2013 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Culturally sensitive care is thought to take into account a person's specific cultural values and preferences when providing mental health care services. Latinos currently comprise 17% of the total U.S. population at 50.5 million and persons of Mexican heritage constitute over 66% of all Latinos in the United States. Persons of Mexican heritage experience higher rates of mental health issues and illness with 30% lifetime incidence versus 20% incidence for Anglos. Few studies have focused on the mental health treatment preferences for persons of Mexican heritage. Treatment preferences could reflect personal characteristics, acculturation perspective about mental health issues and illness, and experience with treatment. Mass media may also influence treatment preferences and mental health information-seeking. The purpose of this study was to describe preferences for mental health treatment services for persons of Mexican heritage living in the Southwest along the United States-Mexico border. Twenty-one participants were interviewed individually and their responses analyzed using Atlas-ti qualitative analysis software. The participants reported twenty-five mental health treatment preferences. The top six preferences—medication, going to the doctor, social and family support, counseling and herbal medicines, were consistent throughout demographic categories of age, gender, income, generational status, insurance status, education, and acculturation. Self-management interventions and integrative medicine were also reported as treatment preferences. Participants reported media use of television, internet, books and magazines, in-person interaction, and radio as primary mental health information sources. Media influences on mental health included education/information, hope, normalization, and a catalyst for conversation. Ascribed meanings for anxiety, depression, substance abuse, schizophrenia, and bipolar disorder included cognitive, behavioral, and interactional reports. Mental health services for persons of Mexican heritage should include varying holistic mental health treatment practices, recognizing the need for understanding of potential meanings for mental health issues and illness. Persons of Mexican heritage report the desire for the same types of allopathic care including medications and counseling as Anglos in the US. Additionally, self-management interventions and integrative medicine therapies, as well as innovative media outreach methods were reported as integral to the holistic treatment process of obtaining help for mental health issues and illness.

Narrative worlds and fictional worlds: (Be) coming and going in the novels of Raymond Queneau, Claude Simon, and Alain Robbe-Grillet

Sorrell, Peter Rutgers The State University of New Jersey - New B 2009 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Through a focused exploration of "experimental" novels by Raymond Queneau, Claude Simon, and Alain Robbe-Grillet, the reading experience is reexamined in this dissertation. Special attention is paid to the process of "worldbuilding," namely the symbiotic relationship between synthetic reading competency and higher-level acts of interpretation. It is argued throughout that readers interact with literary texts not simply as verbal structures, but also by co-creating a multiplicity of imaginary worlds subtended by intentional structures that span the divide between reader and text. The intentional attenuation of subject and object is characteristic of the aesthetic experience as described by Dufrenne, Iser, and Merleau-Ponty, and it is further intensified in the novels of Queneau, Simon, and Robbe-Grillet, which address the status of fiction in fiction. In this way, the reader's attention wanders between the worlds depicted by texts and the words by means of which these worlds are depicted. The work of these authors is marked by transition and transaction on the part of character and reader. Behind Queneau's language-games, a multiplicity of fictional worlds rapidly cycles in and out of being. Simon's densely packed prose shifts the novice reader into his fictional worlds through the figure of the "soldier-subject." The geometric simplicity of Robbe-Grillet's descriptions hides the impossibility of deciphering the events of his fictional worlds. The reader's interaction with these texts is dynamic, relying upon the basic process of building a world out of disparate textual and extra-textual elements. Following possible worlds theorists such as Dolezel and Pavel, the two primary worlds engendered by the literary artwork are conceived of as (1) "narrative," whereby the reader manipulates the linguistic building blocks of the text, and (2) "fictional," in which the reader transcends such language-based constraints to emerge into a space clearly distinguished from everyday life. Examination of the reader's nonlinear movement between intertwined narrative and fictional worlds demonstrates Matei Calinescu's provocative notion that every reader is a rereader. It is suggested that understanding the reader's movement between absorption in a text and interaction with a text by means of worldbuilding might elucidate a novel kind of "rereading" exemplified by new technologies.

The use of serial ultrasound evaluation of body composition traits to predict performance endpoints in commercial beef cattle

Clement, Sorrel Ann Texas A&M University 2009 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Bos indicus influenced primiparous heifers (n = 300) and yearling Beefmaster heifers (n = 172) were evaluated to determine relationships between serial carcass ultrasound traits and ability to breed in short (45 to 90 d) breeding seasons. Data collected included carcass ultrasound traits: ribeye area (REA), intramuscular fat (IMF), rump fat (UFAT), ribfat, weight, and body condition score taken at yearling age, pregnancy determination, before breeding, and after the breeding season when pregnancy status was recorded. A logistic regression analysis was used to determine the influence of ultrasound traits and body condition on pregnancy status. Odds ratios suggested the likelihood of primiparous cattle rebreeding would have been increased by 93% if IMF would have averaged 3.5% instead of 2.5% as yearlings, or an increase in the average ribfat as yearlings from 0.287 to 0.387 cm would have increased the odds of rebreeding by 88%. Increased average body condition score of 6.5 rather than 5.5 at 30 days postpartum in primiparous cows was estimated to have increased rebreeding 367%. The odds of yearling Beefmaster heifers successfully breeding during a 45-day season would have been increased by 73% (year 1) or 274% (year 2) by increasing REA 6.4 to 6.5 cm2 at a year of age. Steers were serially scanned beginning at approximately 265 kg of body weight through harvest in 56 day +/- 6 intervals. Data collected included ultrasound measurements (ribeye area (REA), 12th rib fat thickness (RibFat), percent intramuscular fat (IMF), and rump fat (UFAT)), weight, and carcass data. Days to choice was calculated for each steer based on a linear regression. The IMF deposition was quantified as quadratic from scans 1-6 and linear when cattle were on full feed. Prediction models at scans 1, 2, 3, 4, 5, and 6 yielded R-square values of 0.20, 0.25, 0.41, 0.48, 0.59, and 0.49, respectively for days to choice. Odds ratios suggested that if steers in this study had averaged 3.78% at day 0 rather than 2.78, the odds of cattle grading premium choice or greater would have been increased by 300%.

Socrates and his method: A non-doctrinal contextual interpretation of Plato's works (Greece)

Dinkins, Christine Sorrell The Johns Hopkins University 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

I begin this study by examining some of the flaws inherent in the methodology of three major schools of Platonic scholarship: The esotericists, the skeptics and the developmentalists. In addition to proceeding on other dubious or false assumptions, all three of these schools focus their attention on attempting to divine Plato's own philosophical theories, and in doing so they wrongly assume that such an attempt is a desirable or even possible goal. Instead of attempting to decipher the texts to find Plato's theories, I look to the texts themselves to find what else they have to offer. Plato's choice of the dialogue form points to the importance of methodology in his philosophy, and his choice to feature Socrates in almost all of his works demonstrates the importance of that character as well. I therefore look to Socrates and his method in themselves in order to understand what Plato's works can teach modern readers. I first examine the character of Socrates himself in order to determine his principles, goals and beliefs. Socrates often reveals beliefs about which he seems certain, and these beliefs turn out to be key to his methodology. Socrates, I argue, believes that each person has within him beliefs which reflect the truth. In addition, Socrates maintains that for any given person, the more dearly he holds a belief, the closer that belief must be to the truth. A belief which is very dearly held is therefore likely to be quite close to the truth. Socrates helps his interlocutors and himself examine these beliefs by employing the elenchus. By constantly comparing beliefs on a subject and repeatedly deducing the consequences of those beliefs, Socrates and his companions can come to recognize which beliefs conflict. By consistently rejecting the beliefs which conflict with more dearly held beliefs, Socrates and his interlocutors can gradually purge themselves of false beliefs. They can also come to understand the connections between their true beliefs, thus moving closer to knowledge, for only when a belief has been tied down by being connected to a dearly held belief will Socrates call that belief knowledge.