The purpose of this study was to investigate the characteristics and means of Katinka Dániel's interpersonal influences through the perceptions of 20 selected students, protégés, and colleagues, and to study the behavioral and attitudinal changes they attributed to her influence. A case study design and structured interview questionnaire were used to study four variables coming from the social sciences' literature on influence: legitimate authority, attractiveness, expert authority, and trustworthiness. Responses were qualitatively analyzed to determine the role those variables played in Dániel's interpersonal influence. All interviewees were music teachers who used the Kodály method in their teaching and have studied or worked with Dániel. Two images of Dániel emerged from the interviews. The first, a business-like image, emanated from Dániel's work in the classroom, and the second, a maternal image, came from personal relationships with her students and associates. Attractiveness (defined as a willingness to respond positively to the requests of an influential person because one respects that individual and wants to obtain that person's approval) proved to be the principal characteristic of influence, followed by legitimate authority, then expertise. Trustworthiness played a lesser role. The greatest effect of Dániel's influence was on the interviewees' teaching. Among the factors interviewees …

As a consequence to Gilbert and Sullivan's famed Carpet Quarrel, two operettas with decidedly "exotic" themes, The Nautch Girl; or, The Rajah of Chutneypore, and Utopia Limited; or, The Flowers of Progress were presented to London audiences. Neither has been accepted as part of the larger Savoy canon. This thesis considers the conspicuous business atmosphere of their originally performed contexts to understand why this situation arose. Critical social theory makes it possible to read the two documents as overt reflections on British imperialism. Examined more closely, however, the operettas reveal a great deal more about the highly introverted nature of exotic representation and the ambiguous dialogue between race and class hierarchies in late nineteenth-century British society.

Critics and audiences alike have neglected the idea of Wilde as a precursor to Beckett. But I contend that a closer look at each writer's aesthetic and philosophic tendencies-for instance, their interest in the fluid nature of self, their understanding of identity as a performance, and their belief in language as both a way in and a way out of stagnancy -will connect them in surprising and highly significant ways. This thesis will focus on the ways in which Wilde prefigures Beckett as a dramatist. Indeed, many of the themes that Beckett, free from the constraints of a censor and from the societal restrictions of Victorian England, unabashedly details in his drama are to be found residing obscurely in Wilde. Understanding Beckett's major dramatic themes and motifs therefore yields new strategies for reading Wilde.

This thesis tests the hypothesis that a whole language approach to ESL (English As A Second Language) pronunciation with emphasis on suprasegementals through the use of linguistic mimicry is more effective than a focus on segmentals in improving native speakers perceptions of accent and comprehensibility of ESL students' pronunciation of English. The thesis is organized into seven chapters. Chapter 2 is a discussion of the factors that affect the degree of foreign accent in second language acquisition. Chapter 3 gives a background on current ESL pedagogy followed by a description of the linguistic mimicry approach used in this research in Chapter 4. Chapter 5 and 6 are discussion of Materials and Methods and Conclusions and Implications.

The purpose of this study was to explore the practices of formal and informal teacher technologists in two school settings: an elite private, high school academy and an urban poor, middle school academy. This investigation included clarifying the role of the formal and informal teacher technologist and investigating the need for both formal and informal teacher technologists. This study also explored the technological differences between the public academy middle school and the private academy high school. Two formal and eight informal teacher technologists were interviewed face-to-face three times, each using the transcendental phenomenology research design. Each teacher technologist was also observed at least once in classroom and teacher training sessions. The results of this study revealed (1) the role of the teacher technologist was a fast technology problem solver; and (2) although students and teachers used technology, the schools lagged in adequate technology and/or teacher training; (3) the teacher technologists used the Internet to build and evaluate curriculum; (4) most students used tool software centered around project-based activities; (5) teacher technologists trained other teachers to be collaborative risk-takers in using technology; (6) teacher technologists shared what they learn with students and other teachers; and (7) students could be student-learners or …

This thesis is an examination of "paranoid conspiracy" films, a film noir subgenre that emerged in mainstream American cinema in the early 1970s and turns on vast, shadowy conspiracies located within U.S. "power structures" (government agencies, the military, the media) and directed against the American public. Specifically, it focuses on the emergence of these films in the 1970s, their almost complete disappearance during the Reagan presidency, and subsequent reemergence in the early 1990s. Placing representative texts in the context of U.S. political and social reality of the last three decades, it analyzes the relationship between the conspiracy theory genre, the "crisis of confidence" in the American society, and the process of formation of American national identity.

The Individuals with Disabilities Education Act (IDEA) mandates that public schools provide appropriate school programs and transition services for students with emotional and behavioral disorders (E/BD), and the law specifically names schizophrenia as a disability for which services are to be provided. To date, little, if any, research has been conducted on schizophrenia in the field of special education. New antipsychotic medications for schizophrenia are controlling the positive symptoms of hallucinations, illusions, and the severest of delusions, thus enabling these students to remain in school. However, many interfering negative symptoms remain (e.g., loss of goals, loss of former interests, cognitive regression). The purpose of this qualitative research study was to identify the negative symptoms of schizophrenia that interfere with a student's academic and social success, primarily within a school setting, but also as they affect functioning within the family and the student's transition into the community. In addition, specific factors that act as exacerbators or diminishers of these symptoms were identified through this study. Research participants included 5 students who developed schizophrenia from the ages of 12 to 22, their parents, and their teachers. They were interviewed using a semi-structured approach resulting in over 30 hours of taped interview data. …