Dissertations / Theses: 'College of the Political Sciences'

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Grad, Oren. "The political rationality of American science." Thesis, Massachusetts Institute of Technology, 1990. http://hdl.handle.net/1721.1/13602.

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Evans, Heather K. "The young American voter the political participation of college and non-college youth /." [Bloomington, Ind.] : Indiana University, 2009. http://gateway.proquest.com/openurl?url_ver=Z39.88-2004&rft_val_fmt=info:ofi/fmt:kev:mtx:dissertation&res_dat=xri:pqdiss&rft_dat=xri:pqdiss:3378344.

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Thesis (Ph.D.)--Indiana University, Dept. of Political Science, 2009.
Title from PDF t.p. (viewed on Jul 6, 2010). Source: Dissertation Abstracts International, Volume: 70-10, Section: A, page: 4027. Adviser: Edward G. Carmines.

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van, Hulsen Tess. "Are (Liberal Arts) Colleges Making Students More Liberal? Examining Millennials’ Party Identification Preferences in College and Beyond." Scholarship @ Claremont, 2019. https://scholarship.claremont.edu/cmc_theses/2061.

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In order to investigate the validity of the claim that college has a liberalizing effect on students, the research reported here focuses on how transitions into college shape one’s political orientations. Studying the changes in ideological views and party identification over time have been explained in previous literature by three theories: Life Cycle Changes, Socialization Effects, and Generational Effects. These theories were then applied to the qualitative data obtained by conducting interviews with Claremont McKenna College (CMC) alumni of the last five years. Through analyzing data from CMC’s (millennial) alumni, my goal was to examine the development of their ideological views and party identifications during their four years at CMC and upon entering the workforce. My study is loosely inspired by the Bennington Studies, a well-known group of studies conducted throughout a span fifty years which measured the party identification of Bennington College alumni at three different points in their adult lives. Using these studies as a model, my study expands on these along with other existing literature to provide a more in-depth account of the political identification and potential political shift of the current generation of young adults, Millennials. Due to the temporal limitations of this thesis, however, the study I conducted only examines the identifications of a specific alumnus at one point in their adult lives, after graduating from CMC. Therefore, the possibility of accrediting party identification changes to Life Cycle Changes is excluded. This thesis seeks to explain why and how the political ideology and party identifications of recent CMC alumni changed during their time on campus.

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Kelleher, Kaitlyn Anne. "It's Not Black and White: An Empirical Study of the 2015-2016 U.S. College Protests." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1620.

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Beginning in October 2015, student protests erupted at many U.S. colleges and universities. This wave of demonstrations prompted an ongoing national debate over the following question: what caused this activism? Leveraging existing theoretical explanations, this paper attempts to answer this question through an empirical study of the 73 most prominent college protests from October 2015 to April 2016. I use an original data set with information collected from U.S. News and World Report to determine what factors at these 73 schools were most predictive of the protests. My findings strongly suggest that the probability of a protest increases at larger, more selective institutions. I also find evidence against the dominant argument that the marginalization of minority students exclusively caused this activism. Using my empirical results, this paper presents a new theoretical explanation for the 2015-2016 protests. I argue that racial tensions sparked the first demonstration. However, as the protests spread to other campuses, they were driven less by racial grievances and more by a pervasive culture of political correctness. This paper concludes by applying this new theoretical framework to the budding wave of 2017 protests.

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Robinson, Vanessa M. "College students and voter mobilization campaigns : a grounded communication theory for increasing political efficacy and involvement." Scholarly Commons, 2007. https://scholarlycommons.pacific.edu/uop_etds/667.

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This study examined which channels, messages, and sources were most effective in increasing political involvement among college students. Political participation among college students has decreased in every election since eighteen year- olds were given the right to vote. Numerous campaigns targeted to increase political participation among college students have been implemented but there is no evidence that these campaigns have been effective. This study developed a grounded theory for increasing political participation among college students l;!ased on several focus group interactions. Students were asked to report on which channels, messages and sources they currently received political information from and were then asked to collaborate on which channels, messages, and sources they predicted would increase political participation among college students. The grounded theory indicated that simplicity and convenience in information acquisition and reform in political dialogue regarding message formation, credibility, trustworthiness, and honesty from message sources were necessary in increasing political participation among college students. Previous research has stopped short of making predications based on prior research and qualitative analysis of what is truly effective in increasing political involvement among college students. This study sheds important insights toward increasing political involvement among college students from a comprehensive communication perspective.

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Johansson, Kristina. "Broad entrance - vague exit : the trajectory of political science students through higher education into work life /." Linköping : Institutionen för beteendevetenskap, Linköpings universitet, 2007. http://www.bibl.liu.se/liupubl/disp/disp2007/ibv116s.pdf.

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Allen, Linda P. "College Students' Trust in Government, Interpersonal Trust, Facebook Usage, and Political Efficacy." Thesis, University of Louisiana at Lafayette, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10243819.

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Increased citizen participation is a vital element in the concept of political efficacy. The feeling that an individual has towards political action has an impact on the political process in stimulating citizen participation and influencing public opinion. This thesis relies on an analytical survey of University of Louisiana at Lafayette students to examine potential relationships of the social networking site Facebook with college students’ trust in government, interpersonal trust, Facebook usage, and political efficacy.

Many scholars have concentrated research on social networking. Agenda melding involves a process by which people can personally engage in the democratic process through personal selection of any number of agendas to create their individual networked communities. With the advancement in technology of interactive media providing immediate access for college students through their agenda melded individual communities, this study found the social networking site of Facebook significantly related to college students’ political efficacy. Significant relationships involving trust, Facebook usage, and political efficacy were found to exist among this young demographic that previous literature indicated is the least politically effective. Further research is needed in agenda melding as Facebook provides an avenue for college students to influence political attitudes, public opinion, and democratic participation through their individual networked agenda melded communities. Further research is needed in agenda melding as algorithms may bypass the personal selection process that an individual uses to create his or her valued reference communities. Facebook’s news algorithm engine may have introduced a new concept of agenda melding, one that may be void of a Facebook user’s intention.

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Majewska, Izabela Agata. "College Teachers' Perceptions about Teaching Global Competency." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5750.

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National and international organizations emphasize the importance of teaching global competence in American higher education as a way of preparing students for the rigors of a globalized workforce. Lack of nation-wide educational initiatives aimed at providing institutional guidelines for assessing international relations (IR) courses for this skill acquisition requires colleges to rely on their own resources and ingenuity. Presently, no course assessment methods for gauging global competency attainment exist at Florida College. The purpose of this study was to investigate faculty perceptions of instruction and learning of global competence. Mezirow's transformative learning theory was the conceptual framework that guided this study. The research questions for this study focused on teachers' perceptions of global competence instruction and student skill acquisition, their perceptions of the effectiveness of the INR 2002 Introduction to International Relations course in student global competence learning, and course advantages and disadvantages. An explorative case study design was used to capture the insights of 5 INR 2002 instructors, who have taught the course within the last three years, through individual 45-60-minute interviews. Thematic analysis was used to analyze the gathered data. INR 2002 teachers expressed moderate to high course effectiveness articulating a need for course improvement. The recommendations included the following: (a) create a departmental definition of global competence, (b) employ more classroom discussions into teaching IR, and (c) publish an international IR textbook communally working with non-American universities. This study may impact positive social change by supporting teachers' and administrators' efforts to advance the course curriculum to better equip students with knowledge, skills, and abilities needed for their professional futures.

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Escobar, Alexandra A. "A college department's approach to plagiarism| A case study of micropolitics." Thesis, University of Phoenix, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3708594.

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This single qualitative case study was an exploration of the various ways elements of micropolitics influenced college department administrators and faculty members in their approach to plagiarism prevention, education, and response. The study parameters involved a purposive sample of seven education faculty members, one department chair, and two university administrators, along with an examination of artifacts related to academic integrity, and participant observation of applicable segments of the university’s new student orientation. Five themes emerged from the data: shared mission is balanced with individual approach, formal policies accompanied by informal approaches, faculty serves as gatekeeper to the teaching profession, unused potential for maximizing resources, and faculty feel only limited direct and indirect pressures. The micropolitical considerations relative to each theme revolved around faculty members’ collaboration; gaps between formal and informal policies; faculty members’ self-pressures to support students and the teaching profession; tensions relative to how teaching loads impact faculty members’ time; and faculty collegiality. Given the collaborative nature of the department faculty members and the rather limited tensions that arose between them relative to their approach to plagiarism, the micropolitical perspective was deemed only marginally useful as a lens to examine plagiarism within this college department. Two main recommendations were presented. The first was the importance of creating spaces for faculty members to discuss academic integrity regularly and purposefully. The second was to re-examine formal policy and informal practice to help bridge some of the gaps identified in the study.

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Mazzei, Giacomo. "The Origins of the Presidential Election: The Creation of the Electoral College through the First Federal Elections." W&M ScholarWorks, 2004. https://scholarworks.wm.edu/etd/1539626466.

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Frye, Saylor. "The Unrepresentative Nature of the Electoral College." Wittenberg University Honors Theses / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=wuhonors1623847201581298.

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Brigham-Sprague, Margaret. "A case study of crisis, leadership, and change in the community college." Diss., The University of Arizona, 2001. http://hdl.handle.net/10150/289779.

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This research addressed a need for better understanding of the relationship between crisis, leadership, and organizational change in American higher education. The first objective was to discover the meaning of a governance crisis and whether it was a factor in setting the organization's long-term direction; and secondly, to gain insight into the relationship between leadership created to resolve a crisis and leadership established to lead change. Results from an extensive survey of the literature on crisis and change were presented, as well as a typology showing the role of a crisis in ten types of organizational change. The case concerned an urban community college confronted by a crisis of major proportions. The situation involved the firing of the CEO, the forced resignations of the governing board, threats to withhold state funding, and the imposition of probationary accreditation status by the college's regulatory agency. The study centered on an analysis of key institutional documents, interviews with board members, CEOs, and faculty and staff, as well as the personal observations and insights of the investigator. The time frame for the study spanned over thirty years, beginning in 1966 with the founding of the institution and ending in 1998 almost a decade beyond the actual crisis. A time series analysis was performed that compared dominant trends in the college's history against the patterns of evolution predicted by the life cycle theories of Greiner (1972) and Schein (1997). On a macro level, the first set of findings related to the meaning of the governance crisis for the organization. One finding was that the college had evolved through one complete life cycle and had embarked on a new cycle of development. A second finding was that the governance crisis was a turning point for growth or decline, but more importantly, it served as the catalyst that launched the organization's second life cycle. A third finding was that the governance crisis was a factor of major significance in the organization's long-term development. On a micro level, the second set of findings concerned the leadership transition from crisis to change. One finding was that the governance crisis was not a "normal" crisis associated with lack of fit between the needs of the organization and CEO leadership style. A second finding was that the crisis served as the stimulant that provoked the formation of new leadership for the institution, consisting of the new board and CEO. A third finding was that the role of the new leadership was not limited to resolving the crisis. Rather it made a leadership transition from crisis management, to a turnaround, to change management, which represented significant organizational change in college governance. Five conclusions were offered. First, the crisis was not associated with a mismatch between the needs of the organization and CEO leadership style. Second, the crisis had meaning as a turning point for the organization, specifically as the corrective mechanism for reengaging the community, for halting faculty involvement in the governance process, and for correcting conditions such as the misuse of power throughout the organization, and neutralization of the administration. Third, the crisis had meaning as a catalyst that prompted pervasive change in the institution's approach to governance by rearranging the power relationships among the board, the CEO, and the faculty. Fourth, the crisis had meaning as a stimulant and was a significant factor in the organization's long-term direction. Fifth, this case study confirmed a proposition that leadership dynamics are a function of not only of decision making but also the sources that empower the decision makers. Further research was recommended in three areas. One area for future research was investigation into the organizational behaviour of subgroups at a level below such concepts as "climate, values, or community college philosophy". A second area for future research was periodic analysis of the organizational life cycle for comparison against this case study. The third area recommended for future research was analysis of faculty staffing and loading patterns which could yield important insights into the distinct nature of community college culture. The final recommendation was to establish standards for individuals seeking a position on the governing board and for the undertaking of efforts designed to inform the county electorate as to the relative contribution that each candidate might bring to the board as part of a civic duty.

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Johansson, Stina. "European Union Politics : en tidskrift och dess invisible college." Thesis, Högskolan i Borås, Institutionen Biblioteks- och informationsvetenskap / Bibliotekshögskolan, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:hb:diva-19687.

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Author Cocitation Analysis (ACA), multidimensional scaling (MDS) and Social Network Analysis (SNA), has been used to analyze and visualize the invisible college of the journal European Union Politics. The concept invisible college was first introduced in the fifteenth century, through the creation of the “the Royal Society of London”, and it was reintroduced in the 1960:ies and the 1970:ies by scholars such as Price and Crane. It is said to have been interpreted in as many ways as there are authors who have used it. Here it has been used synonymously with the term citation network. To show changes over time in the invisible college and in its research themes and trends, citation data from two separate periods of time have been compared; 2003-2004 and 2007-2008. The analysis shows a shift in the invisible college on the actor level –such as changes in density, actors’ positions in the network - and changes in the research agenda towards public opinion research and integration research. Connected to these trends is the theme of “Eurosceptism” – which had a breakthrough after the first period of analysis. This seems to follow the development of the researched object itself (the European Union). The invisible college of European Union Politics has been understood to be relatively young, as is the journal and the field of European Union Politics.

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Latham, Evelyn Hartzell. "The electoral college system for the election of the President of the United States on trial." CSUSB ScholarWorks, 2003. https://scholarworks.lib.csusb.edu/etd-project/2192.

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This thesis briefly reviews the content of Article II, section 1 of the Constitution which established the Electoral College (modified by Amendment XII), and the principel reform plans that have developed over the years. The reform efforts are examined, together with their possible effects on the entire political system.

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Wertheimer, John. "The ISS on Campus: The Intercollegiate Socialist Society, 1905-1921." Oberlin College Honors Theses / OhioLINK, 1985. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1364202700.

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Flores, Jacqueline A. "Soy Latina and My Story Matters: Negotiating My Experiences at a Women's College." Scholarship @ Claremont, 2014. http://scholarship.claremont.edu/scripps_theses/357.

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While there is much research around Latinos in higher education little is written on the experiences of Latinas alone. This thesis looks to fill that gap by analyzing the experiences of Latinas at a selective predominantly White liberal arts women’s college. This study is conducted through the personal analysis of the author’s experiences and looks to shed light on how institutions of higher education can create a better campus climate for Latinas.

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Gu, Xiaoting. "The influence of social media on chinese college students' social activism." Scholarly Commons, 2012. https://scholarlycommons.pacific.edu/uop_etds/839.

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Guided by Uses and Gratifications Theory, this study investigated the relationship between Chinese college students' use of social media and their social activism. Data collected from a goup-administered survey of 309 undergraduate students at a large university in eastern China was used to answer four research questions. The results indicated that Chinese college students who used social media for information seeking were likely to participate in individual social activism. Besides, students who used social media for self-status seeking and information seeking were likely to participate in collective social activism. No significant correlation between entertainment motivation and social activism were found. Neither can socializing motivation predict Chinese college students' social activism. In addition, gender had an impact on individual social activism and frequency of social media use could affect both individual and collective social activism.

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Bunn, Colleen Erin. "Testosterone at the Top: Studying the Impact of Campaign Training on College Women's Leadership." Miami University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=miami1531933558536291.

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Clarence, Sherran. "Enabling cumulative knowledge-building through teaching: a legitimation code theory analysis of pedagogic practice in law and political science." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1011763.

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Much current research and practice in teaching and learning in higher education tends to overfocus on social aspects of education; on how rather than what students are learning. Much of this research and practice is influenced by constructivism, which has a relativist stance on knowledge, generally arguing, contra positivism, that knowledge is constructed in socio-historical contexts and largely inseparable from those who construct it and from issues of power. This leads to a confusion of knowledge with knowing, and knowledge is thus obscured as an object of study because it is only seen or understood as knowing or as a subject of learning and teaching. This ‘knowledge-blindness’ (Maton 2013a: 4) is problematic in higher education because knowledge and knowing are two separate parts of educational fields, and while they need to be brought together to provide a whole account of these fields, they also need to be analysed and understood separately to avoid blurring necessary boundaries and to avoid confusing knowledge itself with how it can be known. Being able to see and analyse knowledge as an object with its own properties and powers is crucial for both epistemological access and social inclusion and justice, because knowledge and knowledge practices are at the heart of academic disciplines in universities. Social realism offers an alternative to the dilemma brought about by constructivism’s tendency towards knowledge-blindness. Social realism argues that it is possible to see and analyse both actors within social fields of practice as well as knowledge as something that is produced by these actors but also about more than just these actors and their practices; thus knowledge can be understood as emergent from these practices and fields but not reducible to them (Maton & Moore 2010). Social realism, drawing from Roy Bhaskar’s critical realist philosophy (1975, 2008), is intent on looking at the real structures and mechanisms that lie beneath appearances and practices in order to understand the ways in which these practices are shaped, and change over time. Legitimation Code Theory is a realist conceptual framework that has, as its central aim, the uncovering and analysis of organising principles that shape and change intellectual and education fields of production and reproduction of knowledge. In other words, the conceptual tools Legitimation Code Theory offers can enable an analysis of both knowledge and knowers within relational social fields of practice by enabling the analysis of the ways in which these fields, such as academic disciplines, are organised and how knowledge and knowing are understood in educational practice. This study draws on social realism more broadly and Legitimation Code Theory specifically to develop a relatively novel conceptual and explanatory framework within which to analyse and answer its central question regarding how to enable cumulative knowledge building through pedagogic practice. Using qualitative data from two academic disciplines, Law and Political Science, which was analysed using a set of conceptual and analytical tools drawn from Legitimation Code Theory, this study shows that the more nuanced and layered accounts of pedagogy that have been generated are able to provide valuable insights into what lecturers are doing as they teach in terms of helping students to acquire, use and produce disciplinary and ‘powerful’ knowledge (Young 2008b). Further, the study demonstrates that the organising principles underlying academic disciplines have a profound effect on how the role of the knower and the place or purpose of knowledge is understood in pedagogy and this affects how the pedagogy is designed and enacted. This study has argued that if we can research pedagogy rigorously using tools that allow us to see the real mechanisms and principles influencing and shaping it, and if we can reclaim the role of disciplinary knowledge as a central part of the pedagogic relationship between lecturer and students, then we can begin to see how teaching both enables and constrains cumulative learning. Further, we can change pedagogy to better enable cumulative learning and greater epistemological access to disciplinary knowledge and related practices for greater numbers of students. The study concludes by suggesting that the conceptual tools offered by Legitimation Code Theory can provide academic lecturers with a set of tools that can begin to enable them to 'see' and understand their own teaching more clearly, as well as the possible gaps between what they are teaching and what their students are learning. This study argues that a social realist approach to the study of pedagogy such as the one used here can begin not only to enable changes in pedagogy aimed at filling these gaps but also begin to provide a more rigorous theoretical and practical approach to analysing, understanding and enacting pedagogic practice. This, in turn, can lead to more socially just and inclusive student learning and epistemic and social access to the powerful knowledge and ways of knowing in their disciplines.

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Green, Melissa Denise. "An analysis of the attitudes and perceptions of social work students regarding political participation and three historically black colleges and universities." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2015. http://digitalcommons.auctr.edu/dissertations/2454.

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This study explores the attitudes and perceptions among social work students about political participation at three southeastern Historically Black Colleges and Universities. Eighty-four (84) survey participants were selected for the study utilizing random selection sampling. Survey participants were composed of currently enrolled social work students. The questionnaire used in the survey was comprised of two sections with a total of 25 questions (23 quantitative questions and 2 qualitative questions). Department chairs and professors, under the supervision of the researcher, administered the questionnaire to the participants. Findings of the study indicated that self-efficacy affects a student's perception of political participation and the social work school/department education's successful linkage of practice to social action affects student attitudes of political participation. Recommendations for continued research and practice are discussed.

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Musick, Chloe Jae. "Redefining the Effectiveness of Upward Bound: An Analysis of its Measuring Standards and a Proposition for the Future." Ohio University Art and Sciences Honors Theses / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=ouashonors1491571540953321.

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Richardson, Brad K. "Combating Sexual Assault on Campus: What Secular Schools Can Learn from Religious Ones." Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/cmc_theses/1113.

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In loco parentis, or “in place of the parent,” was the model that formerly governed the relationship between student and university. Student behavior on campus was closely monitored, as if each pupil were the son or daughter of the dean. The university was granted power to regulate the lives of its students closely, but was also charged with responsibility for their welfare. The cultural revolution of the 1960s changed this. Student rebellions aimed against any and all authority, coupled with judicial interference that severely hindered the university’s capacity to act as parent, effectively killed off the doctrine of in loco parentis. Now the relationship between university and student more closely resembles that of landlord and tenant. These phenomena have coincided with the rise of the “campus rape epidemic,” or the notion that roughly 20 percent of women will be sexually assaulted during their college years. By comparing the sexual assault rate at schools that continue to practice in loco parentis to those that do not, this report will show that a return to the doctrine of university as parent can solve the problem of sexual assault on college campuses. In a survey of 657 colleges and universities around the nation, this paper will demonstrate that the sexual assault rate is lower at schools that attempt to regulate the lives of their students, such as with regard to alcohol and living arrangements. This is, in a sense, to state the obvious – or, at least, what was once obvious. Alcohol is involved in over half of all sexual assaults on campus, and 90 percent of sexual assaults occur in dorm rooms. By reducing the availability of alcohol on campus and by limiting the residence interactions between the sexes, the university can put an end to the campus rape epidemic.

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Houlbrook, Michael C. "The politics and practices of work-based learning." View thesis, 2007. http://handle.uws.edu.au:8081/1959.7/20801.

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Thesis (PhD) -- University of Western Sydney, 2007.
A thesis submitted to the University of Western Sydney, College of Arts, School of Social Sciences, as a requirement for the degree of Doctor of Philosophy. Includes bibliography.

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Ingram, Phyllis. "Shift Rotation Among Correctional Officers as a Source of Perceived Job Related Stress." UNF Digital Commons, 1986. http://digitalcommons.unf.edu/etd/678.

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My formal hypothesis for this study is that shift rotation among correctional officers has an effect on correctional officer stress. Although there are many definitions of stress, for the purpose of this study stress is defined as conscious nervous tension. Many authors believe that stress develops from a person's reactions to certain situations that are threatening or exert pressure on them. It is felt that whatever the cause, stress depends not on the outside event but on how one reacts to it. For the purpose of this study, stress was not formally defined to the correctional officers because I was looking for perceptions of stress, or how an officer reacts to certain situations.

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Scriven, Olivia A. "The Politics of Particularism: HBCUs, Spelman College, and the Struggle to Educate Black Women in Science, 1950-1997." Diss., Available online, Georgia Institute of Technology, 2006, 2006. http://etd.gatech.edu/theses/available/etd-07102006-131934/.

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Thesis (Ph. D.)--History, Technology and Society, Georgia Institute of Technology, 2007.
Rosser, Sue V., Committee Member ; Alexander, Eleanor, Committee Member ; Bayor, Ronald, Committee Member ; Hammonds, Evelynn M., Committee Member ; Usselman, Steven W., Committee Co-Chair ; Pearson, Willie Jr., Committee Co-Chair.

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Krämer, Raimund. "Die Karibik-Krise vom Oktober 1962 : eine Collage." Universität Potsdam, 2008. http://opus.kobv.de/ubp/texte_eingeschraenkt_welttrends/2010/4568/.

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Im Oktober 1962 entdecken die USA, dass auf Kuba sowjetische Raketen stationiert werden. 90 Meilen vor der eigenen Haustür will die UdSSR ihre Mittelstreckenraketen aufbauen. Der Kalte Krieg droht zum heißen zu werden. Die Welt erlebt in diesem Oktober 1962 die schwerste Krise der Nachkriegszeit; sie steht in jenen Tagen am Rande eines atomaren Weltkrieges. In diesem Text schildert der Autor, der sich über Jahre mit Kuba und den internationalen Beziehungen beschäftigte, die historischen Umstände als auch den konkreten Verlauf dieser Krise. Dabei werden die verschiedenen Aspekte, auch die atmosphärischen und persönlichen, die regionalen und globalen, in ihrer wechselseitigen Beziehungen knapp und anschaulich dargestellt. Chronologie, Glossar und Bibliographie ergänzen diese lesenswerte Collage eines welthistorischen Ereignisses des 20. Jahrhunderts.

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Estevez, Cores Sara Maria. "Female Political Participation in Women’s Colleges vs. Coeducational Institutions." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/scripps_theses/238.

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The current study examined the factors that affect female political participation in students at women’s colleges and coeducational institutions. The first part of the study consisted of building a model to explain female political participation based on previous research findings. The second part of the study consisted of examining differences between the model and the levels of participation among the two groups. Results showed that only self-esteem, femininity, feminist identification and knowledge of female political leaders significantly impacted political participation. No structural differences in the model were found between the groups. Students at women’s colleges had significantly higher means in political activity than their counterparts at coeducational institutions but there were no significant mean differences in political participation.

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Bursuc, Vlad A. "Amateurism and Professionalism in the National Collegiate Athletic Association." Oberlin College Honors Theses / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=oberlin1374144535.

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Cole, Brian C. "Countering the Questionable Actions of the CPD and FEC." Scholar Commons, 2017. http://scholarcommons.usf.edu/etd/6817.

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For his study, the author determines whether the Commission on Presidential Debates (CPD) and the Federal Elections Commission (FEC) are sovereign entities, or if they are pawns of the Democratic and Republican parties (Political Duopoly) aimed to prevent smaller candidates from participating in the CPD’s Presidential Debates. The author’s rationale for his research is based on the fact that, despite a large majority of American voters want to hear other voices in the CPD debates, the CPD has not allowed other voices to participate in the debates since 1992, through use of the CPD’s fifteen-percent support requirement. Every time an entity questions the CPD’s requirements, the FEC dismiss the challenges. This has led to lawsuits against the commissions from Level the Playing Field (LPF) and Gary Johnson. The author completed a literature review and case view analysis related to this matter, introduces the Marketplace of Ideas Theory, and the theory’s fallacies. Results from research indicates that both the CPD and FEC have behaved questionably, keeping the threshold at a level that outside candidates cannot breach, and that the lawsuits against the commissions are valid. In conclusion, the American voters are largely limited to the status quo parties despite increasingly looking for other options. This thesis will elaborate upon the misdeeds of the Political Duopoly have also reduced other freedoms and liberties once protected by the United States Constitution

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Etson, Timothy D. "An exploratory study of the politics of black male enrollment in Georgia’s public colleges and universities." DigitalCommons@Robert W. Woodruff Library, Atlanta University Center, 2012. http://digitalcommons.auctr.edu/dissertations/361.

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Between 1998 and 2008, in the African-American community and for black men in particular in the State of Georgia, attaining a post-secondary education and its corresponding benefits has proven to be challenging. With the abrupt transition of policies and programs such as the HOPE Scholarship, Affirmative Action, and African American Male Initiatives during this period, came a corresponding transformation of the composition of number of black males enrolling in Georgia’s public colleges and universities. Along with the wider gender and race changes that occurred during this period, as of March 2004, black males represented 16.6 percent of the national numbers as compared to 18.5 percent of their Black female and 32.9 percent of their white male counterparts 25 years and over who attained bachelor’s degrees. Despite many impediments to improving the education levels of citizens in the State of Georgia, it appears that the widest educational gap was among African Americans. Fewer black males graduated from high school on time, compared to almost two-thirds of the black females. Many scholars of educational policy attest to the fact that college enrollment levels are a problem among all students. One example of this research is highlighted to show how African-American males have particularly low rates and are even vulnerable to dropping out of high school. This dissertation attempts to contextualize political science with larger public policy processes by using the roles of politicians and public administrators as creators of public policy that will eventually be used to impact the enrollment level of African-American males in Georgia public colleges and universities. This work draws from a series of interviews, surveys, and focus groups. By examining the different issues that impact enrollment levels, this dissertation underscores the complex areas of processes that bring together African-American Male Initiative Programs, Affirmative-Action policies, and Financial Aid programs such as the HOPE Scholarship. Present for political scientists is a body of research that will enable us to examine a core of scholarship to sift through a sort out the various interests that converge and represent different and potentially conflicting visions about how public policy should impact higher education.

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31

Varrasso, Theresea. "Hope Springs Eternal: Private Colleges, the State, and the Common Good." Ohio Dominican University Honors Theses / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=oduhonors1525705395518837.

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Harvell, Lindsey Anne Jarman Jeffrey. "Political bias a look into the college classroom /." Diss., A link to full text of this thesis in SOAR, 2007. http://soar.wichita.edu/dspace/handle/10057/1137.

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Thesis (M.A.)--Wichita State University, College of Liberal Arts and Sciences., Elliott School of Communication.
"May 2007." Title from PDF title page (viewed on Dec. 26, 2007). Thesis adviser: Jeffrey Jarman. Includes bibliographic references (leaves 55-62).

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Wilson, Katherine R. Bryant. "A case study of college student political involvement." Thesis, Connect to title online (Scholars' Bank) Connect to title online (ProQuest), 2008. http://hdl.handle.net/1794/9499.

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Typescript. "Case study ... comparing two groups of highly politically involved 18-24 year old college students at a large, public, urban university"--P. iv. Includes vita and abstract. Includes bibliographical references (leaves 107-120). Also available online in Scholars' Bank; and in ProQuest, free to University of Oregon users.

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Mitchell, Kathryn E. "Foreign Terrorist Organizations: The Correlation Between Group Identity and Becoming Transnational." Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1366131538.

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35

Linvill, Darren L. "Student perspectives of political bias in the college classroom." Connect to this title online, 2008. http://etd.lib.clemson.edu/documents/1219857271/.

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Phillips, Lauren E. "The Ethics of College Admissions." Scholarship @ Claremont, 2013. http://scholarship.claremont.edu/cmc_theses/775.

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“Our society is quickly reaching a point where notions of right and wrong have become so binary as to virtually eliminate all areas of grey. One result of increased regulatory and enforcement pressure is the suppression flexibility and creativity.” Kenneth S. Phillips Founder and Chief Executive Officer (CEO) HedgeMark International, LLC An Affiliate of BNY Mellon

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Erickson, Danielle. "Change and Stability in the Political Ideology of College Students." Thesis, Boston College, 2020. http://hdl.handle.net/2345/bc-ir:108791.

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Thesis advisor: David Hopkins
Over the past 20 years, there has been a trend in American politics for college graduates to identify with the Democratic party and to fall to the left on the ideology scale. College graduates of today are both more liberal than previous college graduates as well as their contemporary non-college graduate counterparts. Previous research disagrees on what mechanisms are driving this growing education gap in American politics. Some point to selection effects while others argue that college socializes students to move to the left. Using data from the Political Engagement Project (2003-2005), I argue that the process that is occurring is a mix of these two ideas, fitting an Input-Environment-Output model. While college students as a whole do come in leaning to the left, college has a mildly liberalizing effect on students, so that college graduates as a whole exit leaning more to the left than they did when they entered. I also point out some factors which predispose students to ideological change or stability during college
Thesis (BA) — Boston College, 2020
Submitted to: Boston College. College of Arts and Sciences
Discipline: Departmental Honors
Discipline: Sociology

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Zazove, Robin. "Political perspectives and freedom of speech in the college classroom /." View online, 2010. http://repository.eiu.edu/theses/docs/32211131524877.pdf.

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Bruce, Jonathan Weskey. "College Students’ Dual-Screening, Political Habits, and Attitudes: A Survey Analysis." Scholarly Commons, 2018. https://scholarlycommons.pacific.edu/uop_etds/3110.

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With the rise of technology, the way people may communicate is becoming infinitely more creative and complex. Dual-screening, or second screening, is one way in which people may now engage with live television events. Dual-screening occurs when an individual uses their phone, while watching television, in such a way that aids them in their viewing of television: this is called hybrid media. Previous research has been done that has indicated people who dual-screen typically are more politically active. According to Hybrid Media System Theory, as dual-screening rises in relevance, the political power of normal citizens increases. Therefore, this study uses political dual-screeners as the independent variable. By surveying 235 college students, this study found a number of strong correlations between political dual-screening and political activism, trust in social media, and psychological motivations to meet their needs for coordination and affection. By running bivariate correlation analysis and multiple regression analysis, this study discovered that political dual-screening individuals are strongly to all of these dependent variables.

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Zhou, Yushu. "The role of communication in political participation exploring the social normative and cognitive processes related to political behaviors /." Pullman, Wash. : Washington State University, 2009. http://www.dissertations.wsu.edu/Thesis/Summer2009/y_zhou_061009.pdf.

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Thesis (M.A. in communication)--Washington State University, August 2009.
Title from PDF title page (viewed July 28, 2009). "Edward R. Murrow College of Communication." Includes bibliographical references (p. 33-42).

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Minter, Sam. "Speech on College Campuses: Methods, Motives, and Movements." Scholarship @ Claremont, 2017. http://scholarship.claremont.edu/cmc_theses/1698.

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Are campus movements concerning free speech—from Berkeley in the 1960s to the campaign against political correctness today—really about speech? Are movements really concerned with civil liberties on campus or are their calls for free speech excited by partisan motives? While free speech movements are never purely driven by civil libertarian concerns, they should not be considered simply partisan either. Campus speech movements have frequently united activists across the ideological spectrum, which suggests that these movements aren’t only sectarian in nature. It also confirms that these movements are in fact about speech, because those advocating for it have a wide range of motives, but free speech is the point of agreement. However, this is not to say that there aren’t ulterior partisan underpinnings in these pushes for free speech.

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Appleman, Ashley R. "POLITICAL INVOLVEMENT AND CIVIC ENGAGEMENT OF MILLENNIALS ON A SMALL COLLEGE CAMPUS." Wright State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=wright1277402534.

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43

Williams, Patricia Coleman. "The Impact of "Old-Wave" McCarthyism at Four Private Black Colleges and Universities in Atlanta, Georgia." Thesis, University of Pennsylvania, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10289390.

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Decades after the term “McCarthyism” was first coined, it continues to be used to describe those who prey on the fears of Americans to discriminate against others. In the post-world War years, and well into the sixties, it was Communism. Today, it is “terrorism,” and an irrational fear of Muslims. The word is used to describe those who perpetuate unsubstantiated claims and who practice the intimidation tactics employed against those suspected of being members of a targeted group. This resurgence of the term has piqued the interest of scholars, who like me, are studying Cold War or “old wave” McCarthyism and comparing it to the “new wave” of McCarthyism that has emerged since 9-11. Similar to what transpired during “old wave” McCarthyism most research is focused on predominantly White institutions (PWI’s). The historical development of Black colleges and universities reveals how the lack of resources and finances made these schools much more susceptible to pressures of external forces such as racism and McCarthyism. This then raises the question: “What was the impact of McCarthyism at our nation’s Black institutions of higher education?” Except for two well-documented incidents that occurred at Fisk University during the McCarthy Era (see Gilpin and Gasman, 2003; Gasman, 1999; Gilpin, 1997; and Schrecker, 2002, 1994) and my case study (2008) on McCarthyism at Cheyney and Lincoln Universities in Pennsylvania, for the most part, this question has gone unanswered.

With the use of primary and secondary sources this study will begin to address this void in educational historiography by examining the impact of “old wave” McCarthyism at four existing private historically Black institutions in Georgia: Atlanta University, Morehouse College, Clark University/College, and Spelman College. With this study, I hope to expand the existing discourse on McCarthyism by making it more comprehensive, as well as more inclusive.

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44

Young, Barbara M. "Guidelines for Strategic Planning in Community College Learning resource Centers: The Florida Community College Experience." NSUWorks, 1989. http://nsuworks.nova.edu/gscis_etd/942.

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The problem addressed in this study is the lack of formal strategic planning in community college learning resource centers. Without guidelines, a process, and plans, libraries cannot achieve their fullest potential nor can they be effective in accomplishing goals. The purpose of this study is to develop guidelines for the planning process and design a plan for a community college learning resource center. The documents developed for the plan are based on Florida Community y College’s environment. Planning in libraries as expressed in the literature most often refers to building and facility design. Discussion of program planning has been extremely limited. This study focuses on programs' and services' planning instead of facility planning. The planning guidelines assist practitioners in coping with risk and uncertainty in order to ensure growth and viability in their learning resource centers. They show how to look at library trends, educational conditions, technological changes, competition, strengths, and weaknesses. Discussed throughout the document are how planning affects the whole organization and how the effects must be anticipated and managed. Clarification of objectives, mission, philosophy, and purposes of institutions are key components illustrated in the guidelines. How to ensure that goals are being met and corrective action initiated if needed are provided. The guidelines suggest that learning resource center staffs examine all facets of the organization to determine which elements should be maintained or phased out. A continuous exchange of information between the centers and their environments is recommended. That information should be accurate, timely, and comprehensive. Strategic planning is very topical in today’s uncertain environment. The guidelines were developed to enhance library management and achievement of goals. The project began with a literature review of planning in libraries and businesses. The origin of strategic planning, who utilizes it, and what results have been achieved were highlighted. Attention was focused next on determining whether strategic planning takes place in libraries. Information is extensive on how to plan, components of a plan, suggested planning frameworks, environments conducive to planning and how successful companies plan. Many sources are cited for suggestions on planning procedures. In establishing guidelines for planning, it was essential to search for trends, terminology, and authorities. Cleland, King, Steiner, Drucker, Rowe and Riggs are reviewed and discussed as major planning researchers throughout the document. The data gathering consisted of developing a plan-to plan, examining the structure of a plan, and developing planning guidelines. The plan-to-plan is a discussion and examination of nineteen items related to an organization's planning process. These items range from statements by the CEO, definition of key terms, and financial data to strengths and weaknesses. The definitions of strategic terms such as WOTS-UP and mission are given. Examples are shown on how the level of specificity becomes greater as one moves from the mission statement to the goals. It is illustrated how a learning resource center's mission must be congruent with its parent organization, the community college. Directions are given on the need for an explicit mission. Several items influencing the mission statement are discussed: the organizations. Philosophy, self-concept, public image, management style, and work environment. The environmental scan is reviewed, readers are given six key areas to consider in determining the status of the organization's environment: economic, political, social, technological, geographical, and competitive forces. How to conduct a WOTS-UP analysis is also included. The WOTS-UP is next in the sequence of understanding the environmental factors, opportunities, and threats in order to effectively achieve a niche for formulating strategy. The second portion of the investigation examines the structure of planning. The motivation for this aspect centered on the lack · of planners understanding how to plan, what is contained in a plan, how to organize the responsible person, and evaluative monitoring of the written plan. These facets range from background information, resources, target dates and contingency plans to evaluation and control activities. Shown are Gannt and PERT charts to be used in placing planning in a time frame to indicate project completion. Numerous planning charts are provided to monitor the progress of goal achievement. Evaluative tools are provided to determine appropriate action for redirecting activities when performance is unsatisfactory. The final segment of the investigation presents planning guidelines. Specific directions, suggestions, procedures, strategies, ideas and methods of organizing and implementing the written plan are given role of leadership, these guidelines also discuss the mission establishing, strategy formulation, and evaluation. Implementation seems always to present problems for organizations. Many of these problems center around the fact that plans are expected to be carried out by people who were not involved in the original formulation. A checklist is included that summarizes many of the points planners should provide adequate responses to for effective plan implementation. Evaluation principles and checklists by Steiner, King and Cleland are illustrated. A list of recommended sources for use in strategic planning is provided in the references.

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45

Fairbrother, Gregory P. "Political socialization and critical thinking : their influence of Hong Kong and Mainland Chinese university students' attitudes toward the nation /." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25085438.

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46

Bedsole, Davina A. "Perceptions of college students towards college students who are mothers." Honors in the Major Thesis, University of Central Florida, 2004. http://digital.library.ucf.edu/cdm/ref/collection/ETH/id/334.

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This item is only available in print in the UCF Libraries. If this is your Honors Thesis, you can help us make it available online for use by researchers around the world by following the instructions on the distribution consent form at http://library.ucf.edu/Systems/DigitalInitiatives/DigitalCollections/InternetDistributionConsentAgreementForm.pdf You may also contact the project coordinator, Kerri Bottorff, at kerri.bottorff@ucf.edu for more information.
Bachelors
Arts and Sciences
Psychology

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47

Suggs, Vickie Leverne. "The Production of Political Discourse: Annual Radio Addresses of Black College Presidents During the 1930s and 1940s." Digital Archive @ GSU, 2009. http://digitalarchive.gsu.edu/eps_diss/33.

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The social and political role of Black college presidents in the 1930s and 1940s via annual radio addresses is a relevant example of how the medium of the day was used as an apparatus for individual and institutional agency. The nationalist agenda of the United States federal government indirectly led to the opportunity for Black college leadership to address the rhetoric of democracy, patriotism, and unified citizenship. The research focuses on the social positioning of the radio addresses as well as their role in the advancement of Black Americans. The primary question that informs the research is whether the 1930s and 1940s was a period of rising consciousness for Black America. The aim of this study is to examine the significance of radio during the pre- to post-war era, its parallel use by the United States federal government and historically Black colleges and universities (HBCUs), and the interrelationship between education, politics, and society. The use of social history allows historical evidence to be viewed from the lens of identifying social trends. The social trends of the period examined include the analysis of economics, politics, and education. An additional benefit of using social history is the way in which it examines the masses and how they help shape history in conjunction with the leaders of a given period of examination. The research method also entails an in-depth analysis of 14 annual radio addresses delivered by three Black college presidents in the South during the 1930s and 1940s: Mordecai W. Johnson, James E. Shepard, and Benjamin E. Mays. Common themes found among radio addresses include morality and ethical behavior; economic, political, and social equality; access and inclusion in a democratic society; and a collective commitment to a just society. Black education as a form of racial uplift unveiled the meaning of access and the collective advancement of the race. Agreeing to deliver the radio addresses as a part of government-sponsored programming resulted in an inter-racial alliance between Black college leadership and the federal government. To this end, Black college leadership operationalized their access and education to benefit the needs of their race.

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Mayo-Bobee, Dinah. "Debating the Electoral College at the Constitutional Convention." Digital Commons @ East Tennessee State University, 2017. https://dc.etsu.edu/etsu-works/737.

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Dr. Dinah Mayoo-Bobee, Assistant Professor, Department of History, East Tennessee State University, will address one of today’s hot topics at its inception and other issues which confronted the forefathers of our country.

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Byrd, Debbie C., Adam Welch, Ralph A. Lugo, Victoria Palau, David L. Hurley, and David S. Roane. "Student Research Influencing College Culture." Digital Commons @ East Tennessee State University, 2018. https://dc.etsu.edu/etsu-works/7169.

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Dettl, Martha G. "Do College Athletes Differ From College Nonathletes in Their Sleep Quality?" Ohio University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1366377546.

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Dissertations / Theses on the topic 'College of the Political Sciences'

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