The world is becoming progressively interconnected through technology, politics, culture, economics, and education. As educators we strive to provide instruction that prepares students to become active members of both their local and global communities. This dissertation presents one possible avenue for engaging students with art and multifaceted ideas about culture, community, and politics as it explores the possibilities for creating a community-based, art education curriculum that seeks a merger of global and local, or "glocal" thinking. Through curriculum action research, I explored the process of writing site-specific curriculum that focuses on publicly available, local works of art and encourages a connection between global experiences and local application. I have completed this research for two communities, one in Ohio and one in Texas, and investigated the similarities and differences that exist in the process and resulting curriculum for each location. Through textual analysis, interviews, curriculum writing, and personal reflections, I identified five essential components of a community-based, glocal art education curriculum: flexibility, authenticity, connectedness, glocal understandings, and publicly available art. Additionally, I developed a template for writing glocally focused, community-based art education curriculum and produced completed curricular units for each of the communities. Finally, I have made suggestions for the future …

This action plan articulates the most significant ecosystem problems for the Great Lakes, and describes efforts to address them. The five areas are toxic substances, invasive species, health and pollution, wildlife and habitat preservation and restoration, and finally a component that covers accountability and evaluation.

This report discusses some vital services that natural ecosystems contribute to human health and development.

This report discusses global water issues and offers a variety of proposals for countering the degradation of freshwater ecosystems for the benefit of public health and the environment.

Brand loyalty is a common theme throughout consumer and market research, yet it has not been a major topic among anthropologists. The research presented here is an anthropological exploration of the social and cultural influences on how a unique demographic - millennial males - view their own loyalty to brands. Through the use of qualitative interviews and online surveys, participants provided insight in to how they viewed their favorite brands and how those brands fit in to their lives. After analysis was done on these interviews a number of themes and degrees of attachment were identified and discussed.

In 1942, Colonel Curtis E. LeMay and his 305th Bomb Group left Syracuse, New York, bound for England, where they joined the Eighth Air Force and Royal Air Force in war against Germany and her allies. Over the next three years LeMay led American air forces in Europe, India, China, and the Pacific against the Axis powers. His efforts yielded advancement through the chain of command to the rank of Major General in command of the XXIst Bomber Command, the most effective strategic bombing force of the war. LeMay’s activities in World War II are well-documented, but his personal history is less thoroughly recorded. Throughout the war he wrote hundreds of letters to his wife, Helen, and daughter, Jane. They are published for the first time in this volume, weaved together with meticulously researched narrative essays buttressed by both official and unofficial sources and supplemented with extensive footnotes. History remembers “LeMay, the Commander” well. From Wright Field, Ohio, to Hokkaido, Japan, will yield a better understanding of “LeMay, the Man.”