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Dissertations / Theses on the topic 'Smith University'

Author: Grafiati

Published: 4 June 2021

Last updated: 17 February 2022

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1

McIlwain, Jason Andrew. "Hydrogeologic assessment of a proposed reservoir site, Smith County, Mississippi." Master's thesis, Mississippi State : Mississippi State University, 2007. http://library.msstate.edu/etd/show.asp?etd=etd-02282008-134137.

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2

Barrett, Anne Rachelle. "The Consul Smith Palladio at Virginia Commonwealth University and the American Renaissance /." VCU Scholars Compass, 2006. http://hdl.handle.net/10156/1239.

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3

Lin, Cheng-Hsien Kenny. "An ASIC application for DNA sequencing by Smith-Waterman algorithm (DNASSWA) /." [St. Lucia, Qld.], 2004. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe18716.pdf.

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4

Wolf, Rebecca Melissa. "Lighting of the Ashgirl Ina & Jack Kay Theatre Clarice Smith Performing Arts Center University of Maryland." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8451.

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Thesis (M.F.A.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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5

Gruber, Narváez Stephan. "Herzog, Lisa. Inventing the Market. Smith, Hegel & Political Theory. Oxford: Oxford University Press, 2013, 184 pp." Economía, 2015. http://repositorio.pucp.edu.pe/index/handle/123456789/116947.

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6

Dooley, John E. "Defining the Mission of Virginia Cooperative Extension: An Interpretative Analysis From a Historical Perspective." Diss., Virginia Tech, 1998. http://hdl.handle.net/10919/30431.

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The study is an interpretative analysis of Virginia Cooperative Extension that examined the mission of the agency, as defined through its history and enabling acts of legislation. The study investigated how the mission has evolved during the eighty-four years of its existence. The study used the intent and context of the federal Smith-Lever legislation of 1914 as its benchmark to discover what the desired and anticipated outcomes were for Cooperative Extension by the original patrons of the legislation. Subsequent legislative acts at both the state and federal levels, as well as actions by the executive branch of government, were studied to discover if and when the mission of cooperative extension has changed and to identify the political, economic, and social factors that influenced the changes. The study incorporated accepted methods of historical research and included the review and analysis of both primary and secondary sources of information. Interviews of key leaders who have influenced the policy position of Virginia Cooperative Extension over the past thirty years were conducted. The data gathered by the study were analyzed and presented to highlight major themes that could have influenced critical policy issues that have confronted Virginia Cooperative Extension. The conclusion is that the mission of extension is two fold: (1) to provide education that could lead to increased economic opportunity and, (2) to enhance the quality of life enjoyed by Virginia’s citizens. Three critical attributes are identified that relate to the ability of Virginia Cooperative Extension to fulfill its mission: (1) access to research-based information, (2) a strong presence in local communities, and (3) a capacity to provide timely responses to emerging issues.
Ph. D.

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7

Frank, Cory Ryan. "Lighting design of Marisol the Robert & Arlene Kogod Theatre Clarice Smith Performing Arts Center, University of Maryland, College Park /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8457.

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Thesis (M.F.A.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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8

Russell, Kimberly A. "Virginia Carter Smith: Her Career and Contributions to Advancement in Higher Education." Thesis, University of North Texas, 2000. https://digital.library.unt.edu/ark:/67531/metadc2449/.

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Most research studies of women in the college and university advancement profession measure the number of women in advancement positions, report their corresponding salaries and reflect on the differences between male and female employees in the same position. Little research explores how women achieve high ranking advancement positions and very few provide an analysis of the characteristics, influences and careers of successful female advancement professionals. This dissertation describes the life and work of Virginia Carter Smith, founding editor of the Council for Advancement and Support of Education's award winning publication CURRENTS. The career and contributions of Virginia Carter Smith are relevant and helpful to advancement professionals in colleges, universities and K-12 institutions. This study explores Smith's formative years as a child, describes her educational and extra-curricular preparation and identifies individuals who influenced her life and provided direction for her future. It also examines Smith's role in the formation and direction of CASE and CURRENTS. Smith successfully launched CURRENTS in 1975 when few women held senior-level positions in advancement-related fields. With Smith's contributions, CASE became the dominate professional organization for advancement professionals working in educational institutions, and CURRENTS continues to be an exemplary professional development periodical for individuals working in advancement. This study also examines how Smith promoted qualified individuals, particularly women, to senior-level positions in colleges and university advancement offices. Hundreds of women and men in the profession claim that Smith's served as a role model or mentor to them. Smith contributed to the increase of women in advancement offices nationally over the last twenty years. Her high standards for herself and for other development officers helped professionalize the field for everyone.

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9

Dowhaluk, Sonya. "Lighting design of Between Trains the Robert and Arlene Kogod Theatre Clarice Smith Performing Arts Center University of Maryland, College Park /." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/9205.

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Thesis (M.F.A.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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10

Van, Wyk Eric Jacob. "A scenic design for Carlo Gozzi's "The Green Bird" performed at the Clarice Smith Performing Arts Center at the University of Maryland /." College Park, Md.: University of Maryland, 2007. http://hdl.handle.net/1903/7149.

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Thesis (M.F.A.) -- University of Maryland, College Park, 2007.
Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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11

Hannam, James. "Teaching natural philosophy and mathematics at Oxford and Cambridge 1500-1570." Thesis, University of Cambridge, 2008. https://www.repository.cam.ac.uk/handle/1810/218820.

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The syllabus in natural philosophy and mathematics was radically changed in the course of the sixteenth century with new subjects, textbooks and methods introduced. Education became more practical and less dependent on medieval antecedents. Printing technology improved textbooks and made it possible to replace them with newer versions. Following sweeping syllabus reform around 1500, the Cambridge Master of Arts course was heavily slanted towards humanism. The old scholastic textbooks were rejected and replaced with modern authors. The purpose of natural philosophy was explicitly to illuminate the providential work of the creator, especially through natural history (a newly developing subject in the sixteenth century thanks to newly translated and promulgated Greek texts) where examples of God's work were there for all to see. Oxford remained wedded to scholastic texts although the trivium was reformed along humanistic lines. Cromwell's visitors in 1535 outlawed scholasticism by decree but gave little indication of the alternative (their white list stipulating only Aristotle). The solution adopted by the Oxford masters was to import the Cambridge syllabus and textbooks wholesale. When the evangelical regime of Edward VI reformed the universities in 1549, the humanist natural philosophy syllabus was adjudged appropriate, especially those parts promoted by Philip Melanchthon at the University of Wittenberg. However, the visitors' background at court meant they valued ethics and politics more highly. The Reformation itself left natural philosophy largely unaffected although the barrier preventing Catholics from entering clerical careers after 1558 appears to have encouraged some to remain philosophers. In mathematics, the 1549 visitation was highly significant. Cambridge University's initiative in 1500 in employing a university lecturer in the subject was in danger of stagnating due to inappropriate appointments. However, John Cheke's statutes in 1549 promoted the use of modern textbooks of practical arithmetic, finance and surveying useful to the centralised Tudor state. He also introduced the new subject of geography as a result of his contacts at court with merchants and explorers. The thesis concludes that during the second half of the sixteenth century,English students could expect a mathematical and philosophical education comparable to that of their Italian peers. This was sufficient to provide graduates with the knowledge they needed to carry these subjects forward in the seventeenth century.

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12

Marshall-Amundsen, Peggy C. "A set design for the production of Duke Ellington's Sophisticated ladies as presented by the Department of Theatre at the Clarice Smith Performing Arts Center, University of Maryland, College Park." College Park, Md. : University of Maryland, 2003. http://hdl.handle.net/1903/111.

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Thesis (M.F.A.) -- University of Maryland, College Park, 2003.
Thesis research directed by: Dept. of Theatre. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.

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13

Duvall, Nicholas. "Forensic medicine in Scotland, 1914-39." Thesis, University of Manchester, 2013. https://www.research.manchester.ac.uk/portal/en/theses/forensic-medicine-in-scotland-191439(7ca3afe7-7887-4133-9ba0-5206f2ea2237).html.

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This thesis examines the practice of forensic medicine in Scotland in the period 1914 to 1939. This was a time of significant dynamism for the discipline, in which it enjoyed a high public profile and played an important role in the investigation of crime. The project focuses in particular on medico-legal practice at an elite level, based in specialist departments in the universities of Edinburgh and Glasgow. As well as producing a significant amount of research and textbook material, and thus constituting authorities within the discipline, representatives of these institutions gave expert evidence in a number of high-profile trials. Thus, an examination of their work can show how medico-legal knowledge was constructed, presented and challenged. To this end, four main areas of forensic medical practice are analysed, including the post-mortem examination, the laboratory analysis of trace evidence, the investigation of shootings and the use of photography. The development of the techniques contained within these categories is charted, as is the range of situations to which they were applied and the various ways in which their use was challenged in court by hostile legal counsel. Sources including textbooks and journal articles, medical case reports, photograph albums and trial transcripts are used. A fifth section explores an area of the public face of the discipline, specifically the popular output of two of its most famous practitioners, Sydney Smith and John Glaister Jr. Both produced memoirs and newspaper serials after retirement. These are used to explore the ways they reflected on their careers and spun their legacies, portraying themselves as impartial servants of science and justice. The thesis argues that the place of forensic medicine in wider institutional, investigative and geographical networks was central to its existence. The discipline collaborated extensively, both with representatives of other areas of the medical profession and with external authorities, professions and trades. Means of communication, such as written reports and samples taken at autopsy, allowed experts in the universities to lend their expertise to the non-specialists in peripheries by providing expert opinions based on materials sent to them. The scrutiny of post-mortem reports produced by peripheral generalists allowed medico-legists’ expertise to be spread over a wide geographical area. The thesis also reflects on the ways in which medico-legists guarded against error. Techniques derived from other areas of medicine and science were not adopted for use in court until their reliability could be demonstrated satisfactorily, and controls and standards were built in to procedures.

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14

McGowan, Dennis M., and Dennis M. McGowan. "Marketing the joint Naval Postgraduate School of Business and Public Policy and University of Maryland, Robert H. Smith School of Business, defense focused Masters in Business Administration to active duty military officers." Thesis, Monterey, California. Naval Postgraduate School, 2004. http://hdl.handle.net/10945/9909.

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MBA Professional Report
Approved for public release, distribution is unlimited
MBA Professional Report
Approved for public release, distribution is unlimited
In April 2001, the Naval Postgraduate School's Graduate School of Business and Public Policy (NPS GSBPP), and the University of Maryland (UMD), Robert H. Smith School of Business embarked on a joint venture to provide a defense focused Masters in Business Administration (MBA) to military service members and Department of Defense (DoD) civilians living in the metropolitan Washington, D.C., area. This program is commonly called the Joint MBA (JMBA). Through market research; Strength, Weakness, Opportunities and Threat Analysis; analysis of consumer buying; behavior and consideration of product life cycle; this marketing plan establishes an overarching marketing strategy for the JMBA. The strategy includes a product mission, marketing objectives, positioning, communication channels, the JMBA message and a description of managing the JMBA marketing process.
In April 2001, the Naval Postgraduate School's Graduate School of Business and Public Policy (NPS GSBPP), and the University of Maryland (UMD), Robert H. Smith School of Business embarked on a joint venture to provide a defense focused Masters in Business Administration (MBA) to military service members and Department of Defense (DoD) civilians living in the metropolitan Washington, D.C., area. This program is commonly called the Joint MBA (JMBA). Through market research; Strength, Weakness, Opportunities and Threat Analysis; analysis of consumer buying; behavior and consideration of product life cycle; this marketing plan establishes an overarching marketing strategy for the JMBA. The strategy includes a product mission, marketing objectives, positioning, communication channels, the JMBA message and a description of managing the JMBA marketing process.

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15

Lloyd, Justine. "I'd rather not be in Marrickville : aerial modernities and the domestication of the sublime /." View thesis, 2000. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20050525.102244/index.html.

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16

Bulaitis, Zoe Hope. "Articulations of value in the humanities : the contemporary neoliberal university and our Victorian inheritance." Thesis, University of Exeter, 2018. http://hdl.handle.net/10871/33626.

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This thesis traces the shift from liberal to neoliberal education from the nineteenth century to the present day, in order to provide a rich and previously underdeveloped narrative of value in higher education in England. Rather than attempting to justify the value of the humanities within the presiding economic frameworks, or writing a defence against market rationalism, this thesis offers an original contribution through an immersion in historical, financial, and critical debates concerning educational policy. Drawing upon close reading and discursive analysis, this thesis constructs a nuanced map of the intersections of value in the humanities. The discussion encompasses an exploration of policymaking practices, scientific discourse, mediated representations, and public cultural life. The structure of the thesis is as follows. The introductory chapter outlines the overarching methodology by defining the contemporary period of this project (2008-14), establishing relevant scholarship, and drawing out the correspondences between the nineteenth century and the present day. Chapter one establishes a history of the Payment by Results approach in policymaking, first established in the Revised Code of Education (1862) and recently re-introduced in the reforms of the Browne Report (2010). Understanding the predominance of such short-term and quantitative policy is essential for detailing how value is articulated. Chapter two reconsiders the two cultures debate. In contrast to the misrepresentative, yet pervasive, perception that the sciences and the humanities are fundamentally in opposition, I propose a more nuanced history of these disciplines. Chapter three addresses fictional representations of the humanities within literature in order to establish a vantage point from which to assess alternative routes for valuation beyond economic narratives. The final chapter scrutinises the rise of the impact criterion within research assessment and places it within a wider context of market-led cultural policy (1980-90s). This thesis argues that reflecting on Victorian legacies of economism and public accountability enables us to reconsider contemporary valuation culture in higher education. This analytical framework is of benefit to future academic studies interested in the marketisation and valuation of culture, alongside literary studies that focus on the relationship between higher education, the individual, and the state.

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17

Fowler, Smith Juliet. "Inhabiting space and place : from installation to the clinical setting /." View thesis View thesis, 2002. http://library.uws.edu.au/adt-NUWS/public/adt-NUWS20030506.102256/index.html.

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18

Karlin, Michael. "Changing Narratives, Changing Destiny: Myth, Ritual and Afrocentric Identity Construction at the National Rites of Passage Institute." Atlanta, Ga. : Georgia State University, 2009. http://digitalarchive.gsu.edu/rs_theses/20/.

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Thesis (M.A.)--Georgia State University, 2009.
Title from title page (Digital Archive@GSU, viewed June 24, 2010) Kathryn McClymond, committee chair; Timothy Renick, Gary Laderman, committee members. Includes bibliographical references (p. 73-76).

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19

Klaiber, Jeffrey. "GRAHAM, Richard, y SMlTH, Peter H. (editores), New Approaches to Latin American History, University of Texas Press, Austin, Texas, 1974,275 págs." Pontificia Universidad Católica del Perú, 2014. http://repositorio.pucp.edu.pe/index/handle/123456789/122088.

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20

Smit, Jan Jacob Antonie Christoffel. "A conceptual model for the management of the implementation of a continuous assessment plan at a university of technology / Jan Jacob Antonie Christoffel Smit." Thesis, North-West University, 2008. http://hdl.handle.net/10394/1781.

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In South Africa today, the challenge is to redress past inequalities and to transform the higher education system. This transformation of the higher education system is necessary in order to serve a new social order. The introduction of outcomes-based education and training requires a new approach to education, including the process of assessment. An outcomes-based approach to education and training focuses on continuous assessment through the use of a range of assessment methods. The Ministry of Education tasked the National Department of Education to embark on a review of their academic programmes. This review has been in response to register programmes on the National Qualifications Framework. This review has also been part of an attempt to improve the quality of qualifications. In most learning organisations, assessment and learning have always been closely related. If assessment has not simply been seen as the end point in learning but has been an important component in the design of the learning process itself, this statement will be severely tested by the movement towards an outcomes model for education and training. The primary aim of the study was to develop a conceptual model for the management of the impleme tation of a continuous assessment plan in a university of technology by means of aliterature study and an empirical investigation. Currently, information regarding the conceptualisation of this topic is inadequate and vague. If the nature of the complexities involved in the management and implementation of CASS at universities of technology are known, a conceptualised model can be developed for the effective management of the implementation thereof. The implementation of an integrated model of assessment requires the creation of an enabling environment in which the model can be implemented. This study has found that this is not true for many universities of technology, as: • programme design still rests on subjects that are not aimed at outcome-based models; • administrative systems are not designed to accommodate the recording of continuous assessments; • students, lecturers and other stakeholders have not undergone the necessary training regarding the change in paradigm from content-based to outcomebased education; and • policy regarding modularisation and continuous assessment has not yet been defined and implemented. The study serves to present a useable model for the management of the implementation of continuous assessment at universities of technology. The study is based on a balanced opinion as the experiences of both lecturers and students were investigated by means of structured questionnaires. The findings were verified by means of a focus group interview with administrative staff involved with continuous assessment. The model that was developed is a usable model as it was subjected to a number of verification tests.
Thesis (Ph.D. (Teaching and Learning))--North-West University, Vaal Triangle Campus, 2008.

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21

Senate, University of Arizona Faculty. "Faculty Senate Minutes January 22, 2018." University of Arizona Faculty Senate (Tucson, AZ), 2018. http://hdl.handle.net/10150/626508.

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22

"Resolving the sexual and the sacred in works by Lee Smith, Rosemary Daniell and Sheri Reynolds." Tulane University, 2004.

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This dissertation examines the ways in which works by southern authors Rosemary Daniell, Lee Smith and Sheri Reynolds point to a juxtaposition of sexuality and Christianity by which the figure of Jesus Christ in particular and religion in general becomes eroticized. Christ is seen as a substitute lover, an eroticized ideal and, in the case of Daniell's autobiography, an erotic partner with multiple gender identities that change to reflect Daniell's changing needs and desires. The study navigates southern cultural landscapes to show how internalized ideals of the 'southern lady,' femininity and Christianity all contribute to these erotic visions of Christ. While critics and theorists have long been discussing southern treatments of religion, sexuality and gender, there is a dearth of studies regarding the intersection of the three and their relationships to one another. This work seeks to help remedy this lack by revealing a tendency towards the spiritualizing of the sexual and a sexualizing of the sacred in works by three often overlooked southern authors. It further shows how this tendency is not surprising nor even unexpected when viewed in the context of the South's history and cultural growth
acase@tulane.edu

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23

Carter, Brad T. "Geologic investigations in the Smith River Allochthon and Lynchburg Group, southern Appalachians: implications for the evolution of the eastern Laurentian Margin /." 2006. http://www.lib.ncsu.edu/theses/available/etd-03202006-145445/unrestricted/etd.pdf.

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24

Box, Gordon Harland. "The structural character of the Smith River Allochthon and the Lynchburg Group and implications for the nature of the Ridgeway Fault, near Pittsville in Southwest Virginia." 2006. http://www.lib.ncsu.edu/theses/available/etd-08012006-210611/unrestricted/etd.pdf.

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25

McDonnell, Katherine Lindsay. "Supporting Father Involvement Project from research to action : a project based upon an investigation at University of California, Berkeley, Yale University Child Study Center and Smith College School for Social Work /." 2009. http://hdl.handle.net/10090/9905.

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26

Stypa, Caitlyn Marie. "Purdue girls : the female experience at a land-grant university, 1887-1913." Thesis, 2013. http://hdl.handle.net/1805/4207.

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27

Sweetman, Roseanne Lopers, and Jonathan Chaplin. "Perspective vol. 16 no. 5 (Oct 1982)." 2013. http://hdl.handle.net/10756/251289.

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