Dissertationshttps://hdl.handle.net/1808/19522024-03-29T10:23:15Z2024-03-29T10:23:15ZA study of Pope Innocent III’s treatise De quadripartita specie nuptiarumMunk, Connie M.https://hdl.handle.net/1808/349712024-03-26T06:05:48Z1975-12-31T00:00:00ZA study of Pope Innocent III’s treatise De quadripartita specie nuptiarum
Munk, Connie M.
De guadripartita specie nuptiarum is one of three theological treatises written by Innocent III, the other two being De contemptu mundi (De miseria conditionis humanae) and De missarum mysteriiis (De sacro altaris mysterio). De guadripartita is a work of scholastic theology based upon standard biblical exegesis and for the most part concerns mystical ecclesiology dealing with Christ and the Church and God and the soul. The purpose of the treatise was, as Innocent stated in the prologue, to discuss the marriage of the Sponsus (Christ) and the Sponsa (Church), to point out the analogies between carnal and spiritual marriage, and especially to expound Psalm 44.
The Roman Church is an office, the office of the head of the universal Church. By assuming the office of pope (bishop of Rome) the pope obtains the power of ruling not only the Roman Church, but also the universal body of which the Roman Church is the head. By marrying the Roman Church, the pope obtains the power to govern the universal Church and to act as the vicar of Christ. When the pope assumes his office of bishop of Rome he marries the Roman Church and obtains the sovereignty which is embodied in that office. The marriage metaphor is thus used by the medieval papacy in general, and Innocent III in particular, to express a theory of government, the government of the universal Church. Innocent III, therefore, uses the marriage metaphor throughout both the treatise De quadripartita specie nuptiarum and the sermon De guatuor speciebus desponsationum to express not only the intimate nature of the relationships between the Word and human nature, God and the just soul, and Christ and the Church; but also a hierocratic theory of papal government of the Church.
Ph. D. University of Kansas, History 1975
Author's Note: My dissertation consists of an edition, English translation, and study of Pope Innocent III's treatise De quadripartita specie nuptiarum. Because one of Innocent's consecration sermons, De quatuor speciebus desponsationum, continues the thought of the treatise and indeed is a sequel to it, I have also included an edition and translation of this consecration sermon. In addition to these texts and translations I have also written essays on Innocent's ecclesiology and on Innocent as a biblical exegete, and I have included general commentaries on both the treatise and the consecration sermon.
1975-12-31T00:00:00ZThe Social Validity and Efficacy of a Virtual Reality Intervention for Improving Middle School Students’ Social Communication: A Randomized Controlled StudyMosher, Margaret Ahttps://hdl.handle.net/1808/349652024-03-09T07:07:24Z2023-05-31T00:00:00ZThe Social Validity and Efficacy of a Virtual Reality Intervention for Improving Middle School Students’ Social Communication: A Randomized Controlled Study
Mosher, Margaret A
The extent to which an intervention is perceived as socially valid significantly influences whether the intervention is selected, implemented, and maintained (Kern & Manz, 2004). Social skill interventions and evidence-based practices are often ranked with low social validity by adolescents (McCoy et al., 2016). Interventions delivered through virtual reality (VR) report increased social validity with this population due to life-like features improving motivation and engagement (Hew & Cheung, 2010; Mikropoulos & Natsis, 2011). Despite evidence of positive feelings, there is limited research on the effectiveness of VR-delivered instruction for building social competence in students.This study utilized a randomized control trial (RCT) to investigate whether a VR-based social skill intervention, Virtual reality Opportunities to Integrate Social Skills (VOISS), could be as effective as an evidence-based intervention, the Program for the Education and Enrichment of Relational Skills (PEERS) at improving the expressive communication knowledge and skill application of middle school students. The study also sought to understand student social validity ratings (i.e., acceptability, appropriateness, and feasibility) of the VR intervention (VOISS) versus the PEERS intervention.Participants within ten classrooms in four states were randomly assigned to VOISS (N=60) and PEERS (N=60). In both conditions, participants experienced an estimated 300 minutes of the intervention spread out over one to four months. Using the norm-referenced Clinical Evaluation of Language Fundamentals-5 Pragmatic Profile (CELF-5 PP) and a knowledge-based assessment, participants were assessed pre and post-intervention to determine social communication skill acquisition and application. All participants were also given an adapted Children’s Intervention Rating Profile (CIRP), the Intervention Appropriateness Measure (IAM), and the Feasibility of Intervention Measure (FIM) to determine their ratings of each intervention’s acceptability, feasibility, and appropriateness. Results indicate that a VR intervention (VOISS) has the potential to provide an effective and socially valid means of delivering social communication instruction to middle school students.
2023-05-31T00:00:00ZBrown v. Board of Education of Topeka : Anatomy of a decisionVandever, Elizabeth J.https://hdl.handle.net/1808/349602024-03-01T07:07:01Z1971-05-31T00:00:00ZBrown v. Board of Education of Topeka : Anatomy of a decision
Vandever, Elizabeth J.
Chief Justice Earl Warren called it one of the most significant rulings of his tenure. This decision which outlawed public school segregation, greatly accelerated a major social revolution that is still in progress. Closely involved with the principle issue were problems connected with some of the basic conflicts in America. The power struggle between state and national governments, judiciary and legislature, and majority and minority groups was clearly apparent throughout the school segregation cases. The importance of the Brown decision lies as much in the manner in which these secondary issues were resolved as in the disposition of the primary problem.
The purpose of this study was to attempt a narrative history or why and how this decision was made. Prior to 1954 there were indications that the Court could have decided otherwise. Despite the certainty of hindsight, there was no clearcut inevitability about the outcome. The procedure followed in this study was to examine the original records of the four trial courts, the oral argument before the Supreme Court in 1952 and 1953, the written briefs of the parties to the cases, the primary decision in Hay, 1954, and related earlier cases. A series of personal interviews with some of the individuals closely involved, including three Justices of the Supreme Court, contributed valuable insights. In addition much of the secondary literature on the decision was examined in order to evaluate the most significant interpretations of the key issues in the school segregation cases. Although the Brown opinion has been the subject of a voluminous body of writing, there has been no previous effort to develop a synthesis of the many interpretations concerning it. Most of this literature can be found in law journal articles and social science studies. Two book-length studies approach the school segregation cases from different viewpoints. Albert P. Blaustein and Clarence C. Ferguson, Jr., in Desegregation and the Law (New Brunswick, N.J., 1957), focus on legal theory and history, while Daniel H. Berman, in It Is So Ordered: The Supreme Court Rules School Segregation (New York, 1966), emphasizes Supreme Court procedures.
Because the journal literature is so extensive, it was necessary to limit this study to the Hay 1954 decision. Furthermore the reaction to and the consequences of the Brown decision are other aspects which have not yet been thoroughly examined.
Ph.D. University of Kansas, History 1971
1971-05-31T00:00:00ZCultural Identity Construction among Political Refugee Students: The Case of Eritrean College Students in the MidwestHabtemariam, Samuel Dermashttps://hdl.handle.net/1808/349512024-02-01T07:07:53Z2023-12-31T00:00:00ZCultural Identity Construction among Political Refugee Students: The Case of Eritrean College Students in the Midwest
Habtemariam, Samuel Dermas
The global migration across the globe appears to justify the need for theorizing refugee education, as students are part of the migration. The United States is one of the largest refugee recipients in the world (UNHCR, 2018), and a great number of refugee students go to school, even though the enrollment rate of those in postsecondary institutions is not clear due to different methods of categorizing immigrant students who enter U.S. higher education institutions. Asylees and refugees are all categorized under the term ‘immigrant,’ though they have different economical and immigration statuses (Yi & Kiyama, 2018). Even though various studies have been conducted to theorize refugee education with a focus on identity formation of refugee students, most of them have focused on school rather than college level. Studies focused on refugee students’ identity construction emphasize how refugees learn new skills to build up their self-esteem, join a new society, and use their native language and reflect their cultural identities in school (Uptin , 2013; Erden, 2017; Saleh, 2018).
There are a few studies that examined the schooling experiences of refugee students in postsecondary institutions (e.g., Felix, 2016), but little is known about how Eritrean political refugee students negotiate and renegotiate their cultural identity in postsecondary institutions in the Midwest and how schooling shapes their cultural identity. This dissertation study employed case study methodology to explore an in-depth case of how Eritrean political refugee students negotiate and renegotiate their cultural identity in the postsecondary institution landscape. Thus, the case, in this research, was defined as political refugees; more specifically, the case was defined as the ways the political refugee students negotiated and renegotiated their cultural identity. The case was bounded by the 2022-2023 academic year, by Eritrean political refugees participating in the experience, their college and curricula contexts, and the multicultural education policy. Data were gathered through semi-structured interview and focus-group discussion.
Through the theories of cultural reproduction, acculturation/assimilation, biculturalism and transculturalism, six themes were identified. These themes included: 1) negotiating and renegotiating cultural identity, 2) maintaining cultural identity, 3) home culture versus college culture, 4) reflecting refugees’ cultural identity in school, 5) impact of cultural identity on schooling, and 6) culturally related teaching methodology. In relation to the research question of how Eritrean political refugee students negotiate and renegotiate their cultural identity in postsecondary institutions in the Midwest, the participants identified themselves as culturally Eritrean students and thought they were different from the rest of the student populations due to their cultural identity. The participants did not feel a sense of bilingual identity and were not in a position to negotiate and renegotiate their cultural identity, though they admitted that they were pulled to fit in the social, economic, and political structures of the host country. With respect to the research question of how postsecondary schooling experiences shape the cultural identity of Eritrean political refugee students in the Midwest, the college education was shown to have little to do with participants’ cultural identity. The participants did not see their identities, histories, values, and cultural practices in the postsecondary institution in the Midwest. Finally, the study recommends not only the integration of culturally responsive pedagogy to the college education system to make the curriculum inclusive so that the refugee students feel a sense of belongingness, but also having a unique support system for college refugee students, as their learning experiences are different from the rest of the student populations.
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