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

Wisconsin Madison University 1986 국내석사

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

Bohorquez B. Eduardo Wisconsin-Madison University 1980 국내박사

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.

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).

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.

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.

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.

The Promise and Peril of Title IX Addressing Sexual Violence: A University Case Study, 1972–2017

Gronert, Nona Maria The University of Wisconsin - Madison ProQuest Dis 2025 해외박사(DDOD)

In this dissertation, I investigate the interplay between campus sexual violence laws, activism, and university structures within the context of one university. Title IX has transformed universities and curtailed some forms of gender discrimination—increasing funding for women’s sports, for example—yet it has had less impact on reducing sexual violence. Despite resources devoted to both preventing and responding to gender inequity in personal safety on campus, sexual violence at universities remains prevalent and clearly harmful. Using an in-depth sociohistorical case study of one institution that I call “State University,” I triangulated content analysis of 1,807 newspaper articles with 69 archival data sources, and supplemented these with purposively sampled interviews of 23 key actors. I ask the following questions: (1) how have activists sought to transform how universities approached sexual violence; (2) whether and how has the movement against sexual violence become institutionalized at universities; (3) how have Title IX and other linked campus sexual violence laws provided opportunities or obstacles for activists and formal organizations, including the university; (4) when and how have activists and university actors leveraged the ambiguity created by multiple laws on sexual violence; (5) when, how, and by which constituencies is sexual violence framed as a problem specific to the university for which the university as a formal organization bears responsibility; and (6) when and how do university constituencies demand that policies and practices extract accountability from organizational insiders?In the first empirical chapter (Chapter Three), I focus on the institutionalization of the movement against campus sexual violence at U.S. universities. I find that the movement has become institutionalized through the complementary processes of professionalization, formalization, and ritualization. I introduce the concept of hybrid activists, who productively link these three institutionalization processes. I show how hybrid activists provided movement continuity by fighting for State University to take new approaches to sexual violence, mentoring student activists, and routinizing student activism through ritual events (e.g., Take Back the Night or Sexual Assault Awareness Month). In the second empirical chapter (Chapter Four), I compare the multiple trajectories and interactions of federal and state law on campus sexual violence at State University to understand how sexual violence was rendered into a problem that universities were legally required to address. I find three phases or layers of how the university came to understand sexual violence as a legalized problem for the organization. In the first layer, the university came to understand sexual violence as both a social and legal problem. In the second layer, the university came to understand sexual violence as a problem of student misconduct. In the third layer, the university came to understand sexual violence as gender discrimination under Title IX. Nevertheless, the university diminished gender to an identity, rather than a power structure. I argue that the ambiguity created by the legally plural environment contributed to the variation in the trajectories of use of state law, the Clery Act, and Title IX by the university and activists. In the third empirical chapter (Chapter Five), using an organizational lens, I examine how several university constituencies (meaning sets of actors with specific institutional responsibilities) defined sexual violence and its perpetrators and how these constructions changed. The first constituency, student journalists, is often overlooked by scholars. I specifically focus on student journalists and show that they carried out enduring coverage of State University members committing sexual violence, while also covering local and national debates over sexual violence at universities. In particular, student journalists called for institutional accountability in addressing sexual violence. Other constituencies analyzed include feminist faculty and graduate students, non-academic offices and staff, and university leaders. Many of these constituencies and their constructions of sexual violence perpetrators overlapped in time periods. I argue that the ongoing contestations within State University over definitions of sexual violence and its perpetrators illustrates how student journalists are key organizational actors. Student journalists’ ongoing reporting on sexual violence, which contrasted with leaders’ public statements and leaders’ restrained organizational changes, kept sexual violence under discussion. The dissertation distinguishes itself from other work on Title IX and campus sexual violence by considering longer-term change; showing how activist, organizational, and legal processes within the context of one university intersect with broader political, legal, and movement processes to shift definitions of the problem of sexual violence, shape institutional responses to it, and refocus activism. The dissertation contributes a new analytic perspective on the importance of ritualization (meaning rendering ritual events part of organizational life) to institutionalizing social movements. I proffer the concept of hybrid activists, which expands the insider-outsider activist continuum beyond organizational location to include the productive bundling of movement institutionalization processes. The dissertation also contributes an analysis of legal activism in a legally pluralistic, ambiguous environment created by multiple linked laws on campus sexual violence. Multiple layers of law co-existed for how the university regulated sexual violence. Because I analyzed law as indeterminate, I show the consequences of the legal framing of sexual violence as gender discrimination that fell under Title IX, demonstrating that the contestation between the university and activists was not only about whether Title IX applied to sexual violence, but also about the very definition of what constituted gender discrimination. .

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.

Retention factors of Black faculty at a predominantly White university campus: A qualitative comparative study of Black and White faculty turnover factors

Furlong, Sumita Ghosh The University of Wisconsin - Madison 2001 해외박사(DDOD)

This study was part of a larger effort to understand factors that lead to faculty attrition and retention on predominantly White university campus with the specific purpose of generating a grounded theory on retention factors that affect Black faculty more than their White counterparts in predominantly White university campus. To reach this goal, the study explored and compared feedback from eight Black and eight White faculty members from the University of Wisconsin-Madison through in-depth personal interviews regarding factors that influence their job change decisions. The investigation yielded a grounded theory confirming the existence of retention factors that affect Black faculty more than White faculty. These were identified as positive and supportive collegial and departmental relations; inclusive and friendly work environment; absence of alienation and isolation; opportunities for special projects and program development; and strong reputation of the institution, department or program of employment. Qualitative research was utilized as the mode of inquiry. This approach facilitated a rich understanding of the study phenomenon from the perspective of its internal stakeholders; allowed the generation of a grounded theory; and facilitated an inductive study through the use of modified inductive analysis for data collection and analysis. The study employed multi-source data collection with constant comparative, single site, multi-participant, case-study approach. This study aimed to add to the body of research in the area of Black and White faculty attrition and retention factors and aid institutional administrators, planners, policy makers, academic departments and other stakeholders of campus community to successfully recruit and retain Black faculty at a predominantly White university campus.