Doctor of Philosophy, The Ohio State University, 2010, ED Policy and Leadership

This study will examine the emergence of Israel studies at the university level. Historical precedents for departments of Hebrew language instruction, Jewish studies centers, and area studies will be examined to determine where Israel studies chair holders are emerging. After defining Israel studies, a qualitative methodological approach will be used to evaluate the disciplinary focus of this emerging area. Curriculum available from and degree granting capabilities of various programs will be examined. In addition, surveys taken of Israel studies scholars will provide their assessments of the development of the subject. Four case studies will highlight Israel studies as it is emerging in two public (land grant institutions) versus two private universities. An emphasis will be placed on why Israel studies might be located outside Middle Eastern studies. Questions regarding the placing of Israel studies within Jewish studies or Near Eastern Languages and Culture departments will be addressed. The placing of Israel studies chairs and centers involves questions of national and global identity. How scholars in the field conceptualize these identities, as well as how they are reflected in the space found for Israel studies scholars are the motivating factors for the case studies. Ritterband and Wechsler (1994) have examined the emergence of Jewish studies in American universities, with a focus on the “normalization” process in terms of academic mainstreaming. How and if it is possible to extend the process of “normalization” to Israel studies will be addressed. In addition, the dilemma of what Gerald Graff (1993) has described as “teaching the conflicts” within the context of Israel studies will be examined. In the four case studies, two public versus two private institutions, with varying institutional histories in terms of the “uses of knowledge” will highlight this dilemma.

Committee: Robert Lawson PhD (Advisor); Matt Goldish PhD (Committee Member); Douglas Macbeth PhD (Committee Member) Subjects: Education History; Judaic Studies; Multicultural Education; Social Studies Education

Master of Arts (MA), Wright State University, 2014, International and Comparative Politics

This study assesses the impact of changing narratives on public opinion toward the Palestine-Israel conflict. In contrast to other U.S.-Israel relations studies, but in accordance with some media influence and public opinion research, this study emphasizes the potential role of American public opinion in shaping U.S.-Israel relations. Furthermore, this study attempts to attribute the pro-Israel American attitude shown in Gallup polls to the lack of information about the Palestine-Israel conflict in American mainstream media. This study tests whether public opinion will shift after being exposed to different narratives that falls under one of three major perceptions reported in the current rhetoric regarding the Palestinian-Israeli conflict: 1) Israelis are the victims of Palestinian aggression 2) Israel is a geo-strategic ally of the U.S. in a hostile region, 3) Israel, like the United States, is a liberal democracy. This research includes three primary source surveys to test the impact of biased narratives and unconventional information about Palestine and Israel on public opinion toward the Palestinian-Israeli conflict.

Committee: Vaughn Shannon Ph.D. (Committee Chair); R. William Ayers Ph.D. (Committee Member); Karen Lahm Ph.D. (Committee Member) Subjects: Communication; International Relations; Middle Eastern Studies; Political Science

Doctor of Philosophy, The Ohio State University, 2013, EDU Policy and Leadership

The purpose of this research is to provide an understanding of the financial strategy and shortcomings of The Ohio State University (OSU) in the early 1900s. It focuses on key moments in educational philanthropy, particularly endowment building, at OSU, with comparisons to the University of Michigan (U-M), and occasionally Harvard University. Located in the center of the midwestern state of Ohio, OSU might be considered a quintessential public university, facing challenges comparable to other colleges and universities. This dissertation draws on extensive original source material from OSU's archives to show the dynamic interplay of university leaders in making key financial decisions. A variety of other primary and secondary sources from both OSU and U-M are also used. The chronological narrative presents the slow and halting journey of OSU toward private fundraising, endowment building, and the creation of the OSU Development Fund. To provide background, discussions on the land grant movement and the founding of OSU are included, as well as a description of the Ohio economy in the early 1900s. Key findings in this research are as follows. In the 1920s, Ohio State University was in a prime position to make great strides in fundraising and in building its endowment. Ohio was a relatively wealthy state, and several other universities had previously and prominently demonstrated how to begin and conduct fundraising campaigns, including annual alumni campaigns at Harvard and Yale. OSU had merely to keep pace with its contemporaries, such as the University of Michigan, to reach prosperity. But despite the factors working in its favor, OSU actually fell rapidly behind in fundraising and endowment building during the period from 1920 to 1940. Notwithstanding the difficult economic climate of the Great Depression, other universities forged ahead in fundraising through this period. OSU's alumni leaders pushed heavily for progress in fundraising for over a decade before signif (open full item for complete abstract)

Committee: Bruce Kimball Ph.D. (Committee Chair); Bryan Warnick Ph.D. (Committee Member); Ann Allen Ph.D. (Committee Member); Robert Lawson Ph.D. (Committee Member) Subjects: Adult Education; Comparative; Economic History; Economics; Education; Education Finance; Education History; Education Philosophy; Education Policy; Educational Leadership; Higher Education; Higher Education Administration; History

Doctor of Philosophy, The Ohio State University, 2005, English

In 2003, a group of humanities scholars answered an urgent call by the US State Department to issue response to Homeland Security policies. The resulting document makes clear the benefits of bringing humanities criticism, methods, and knowledge to (trans)national policy making. My dissertation is one of the first in the field of rhetorical studies to explicate this benefit. “Anxious Rhetorics” examines the rhetorical dynamics of the policy-making process. Policy-making is not simply figurative; policy-makers hold the rhetorical power to structure—through public, legal, political, and administrative institutions— audiences' collective and individual identities, value systems, senses of place, and material circumstances. To demonstrate this relationship, I analyze the rhetorical strategies that frame late twentieth century policy hearings, testimonies, supportive pamphlets, hearings, and reports. I trace the shared rhetorical appeals among contemporary national welfare policies, international World Bank promotional materials and reports, and local university student rights initiatives, to highlight the common representational strategies that resonate with US audiences. Each site demonstrates the late twentieth-century shift in policy-making whereby the state is no longer responsible to its citizens because of their intrinsic value as citizens. Rather, the market supersedes the state as the central governing body and places value on its citizens as economic actors. My cross-textual investigation illustrates that policy-making is a rich genre of persuasion and a discursive practice that often produces and reifies gender, race, ability, and transnational inequalities. As a feminist rhetorical project, my study necessitates an interdisciplinary methodology. I blend classical and contemporary rhetorical studies of audience with feminist transnational cultural and post-colonial studies to produce a unique analytic strategy. My fusion of these disciplines enables a critical (open full item for complete abstract)

Committee: Brenda Brueggemann (Advisor) Subjects:

Doctor of Philosophy (Ph.D.), University of Dayton, 2011, Educational Leadership

This multiple case study examined corporate involvement in Japanese public elementary schools through 3 corporate programs. In 2005 the Basic Law of Food Education, Shokuiku Kihon Ho was enacted. This law promotes food education as a national movement and encourages food makers to become actively involved with the public sector to provide food education programs. Major food makers approached public elementary schools as part of their corporate social responsibility (CSR) activities. Purposeful sampling was selected, and programs from 3 companies were identified as cases. This researcher conducted email interviews with 35 elementary school teachers and 3 company spokespersons to examine their motivations, implementations, advantages and disadvantages of the programs, benefits to the company, and changes in teachers' perceptions of the companies, if any. The findings first include sources, including governmental, from which teachers initially learned about the programs. Second, the primary reason for program use was food education. Third, the 3 corporate programs studied appeared to be very successful in obtaining publicity in the schools. Two out of 3 companies had their products present in the classroom and also gave their products as gifts. Fourth, teachers were satisfied with corporate programs because they gained professional knowledge, rich materials, and experience-based activities for children. Fifth, the major disadvantage was scheduling. Few teachers recognized that corporate programs effectively influenced the knowledge of teachers and children. Sixth, teachers' perceptions of the companies were positively changed after experiencing the programs. Teachers were impressed with professional knowledge and they tolerated corporate promotions. This study included implications: School policies and professional development are needed to address commercial activity and insure that the children's knowledge would be balanced.

Committee: Joseph Watras PhD (Committee Chair); C. Daniel Raisch PhD (Committee Member); Carolyn S. Ridenour EdD (Committee Member); Dean B. McFarlin PhD (Committee Member); Deron R. Boyles PhD (Advisor); Victor Kobayashi PhD (Advisor); Takao Kamibeppu PhD (Other); Kenta Nakamura PhD (Other) Subjects: Asian Studies; Business Community; Comparative; Educational Leadership; Elementary Education; Public Health

PHD, Kent State University, 2023, College of Arts and Sciences / Department of Political Science

By thoroughly analyzing 910 U.S. House immigration bills from the 113th, 114th, 115th, and 116th Congressional sessions, my Ph.D. research delves into the impact of health crises on introduced U.S. House immigration bills in the United States. My research fills a crucial gap in the literature by examining the influence of legislative policy entrepreneurs (LPEs) on agenda-setting and socio-political discourse in health crises. By using Kingdon's policy entrepreneur theory and the inductive qualitative method of relational content analysis, I explore the general theme, underlying tone, rhetoric, and proposed measures of House immigration bills during health crisis versus non-health crisis periods. The findings reveal that elected House representatives are more likely to introduce restrictive immigration bills during health crises and that geographical location and political affiliation play a significant role in shaping these bills' rhetoric and proposed measures. Using the cumulative ANES dataset from 1948 to 2020, I demonstrate that the general population tends to be less welcoming towards immigrants and favors more restrictive immigration policies during health crises. Political ideology, education, income scale, and gender significantly determine public attitudes toward immigration policies and immigrants. My research sheds light on economic conditions, political environment, and legal frameworks that influence the legislative activity of elected House representatives and the public's attitudes toward immigration policy. The findings provide valuable insights and directions for future research, policy, and practice efforts toward a more equitable and just society.

Committee: Ryan L. Claassen Ph.D. (Advisor); Daniel E. Chand Ph.D. (Committee Co-Chair); Oindrila Roy Ph.D. (Committee Member); Anthony D. Molina Ph.D. (Committee Member); Elizabeth M. Smith-Pryor Ph.D. (Other) Subjects: American Studies; Climate Change; Economics; Health; Health Care Management; Political Science; Public Health; Public Policy; Rhetoric; Social Research; Statistics; Sustainability

Master of Arts (MA), Bowling Green State University, 2023, American Culture Studies

Andraya Yearwood and Terry Miller were two high school transgender athletes who complied with Connecticut's inclusive policy regarding trans athletes, but they were still questioned by others about their right to participate. Currently the inclusion of transgender athletes is a highly debated topic in high school sports. Sport participation provides an important space for youth to learn teamwork, make friends, and to improve their mental and physical health (Ogilvie, 2017). High school state athletic association policies, while framed as inclusive, have the potential to exclude transgender youth from participating in sport alongside their cisgender peers. Guided by feminist cultural studies (Krane, 2001a; Waldron, 2019), I critique the different types of high school transgender athlete policies and highlight how they promote inclusion or exclusion. Four tenets of feminist cultural studies—everyday social practices, unequal gendered dynamics, hegemonic processes, and normative gender, sex, and sexuality (Waldron, 2019)— guide my analysis. The policy groupings are inclusive, no guidance, discriminatory processes, hormone intervention, gender confirmation surgery, birth certificate, and state law (Buzuvis, 2016; Transathlete.com, 2023). I identified state high school athletic association policies within the United States, grouped each policy into the specific categories, and then analyzed how each policy grouping reflected or reinforced everyday social practices, unequal gendered assumptions, and common cultural narrative. Barriers to trans inclusion stemmed from policies that strictly reinforced the sex and gender binary, assumptions about fair play, and following the heteronormative structure of sport. Some of the barriers may include requiring hormonal or surgical intervention before medically recommended, time consuming steps for changed birth certificate, and that gender affirming care may be inaccessible to trans youth due to high cost. High school athletic assoc (open full item for complete abstract)

Committee: Vikki Krane Ph.D. (Committee Chair); Ellen Broido Ph.D. (Committee Member) Subjects: Gender; Physical Education; Public Policy; Recreation; Sports Management

Bachelor of Science (BS), Ohio University, 2023, Economics

This thesis evaluates the impact recycling policy incentives have in motivating circular economy transitions using a three-agent model of waste generation and disposal. The model of consumer sorting reveals that educated, environmentally concerned citizens may unwittingly contribute to recycling contamination through a phenomenon known as "aspirational recycling."

Committee: Daniel Karney (Advisor) Subjects: Climate Change; Economic Theory; Economics; Environmental Economics; Environmental Studies; Public Policy

Doctor of Philosophy, The Ohio State University, 2019, Educational Studies

The purpose of this study was to examine how charter school authorizers conceptualize and navigate policy implementation as intermediary organizations. Through a phenomenological multi-site case study design, fifteen Ohio charter school authorizing staff across three organizations shared the ways in which they operate, navigate policy, access resources, and respond to the use of incentives and penalties in policy. With Honig's (2004) theory of intermediary organizations as a conceptual framework, I explore the role of charter school authorizers as mediating actors of state-level policy. Three major findings are shared: 1) while charter school authorizers largely conceptualize their roles to be innovators and gatekeepers, the demands of policy requires them to be more; 2) authorizers rely heavily on the state-issued performance rubric in determining their organizational priorities; and 3) authorizers access a variety of organizational processes and resources in navigating policy implementation. Additionally, findings indicate that authorizers are generally unresponsive to the promises of incentives but do modify behavior to prevent the receipt of penalties. The dissertation concludes with a discussion on the isomorphic pressures of policy on organizational structure, implications for stakeholders, and recommendations for future research.

Committee: Karen Beard (Advisor); Belinda Gimbert (Advisor); James L. Moore III (Committee Member) Subjects: Education; Education Policy; Educational Leadership

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2019, Media and Communication

In February 2012, Emergency Manager Roy Roberts announced the closure of Southwestern High School in the City of Detroit. I argue in this dissertation that the rhetorical discourses used by policymakers to justify the school closure represent a neoliberal restructuring of the urban environment and social relations in the city, particularly for Latina/o Detroit. Applying the critical methodologies of ideology rhetorical criticism and a dialectical approach to culture, I analyze the ideological mystification of three neoliberal logics—crisis, instrumental rationality, and innovation—in education and urban policy texts in relation to the cultural sensibilities and experiences of the Latina/o community in Southwest Detroit. Critique of the rhetorical features of these neoliberal logics reveals mystification of neoliberalism is not only a matter of inducing audience cooperation, but also enforcement that there is no alternative to the current arrangement of education politics. Situated within an urban crisis situation, a neoliberal public vocabulary confines the school's value to its financial output and in the entelechial pursuit of perfecting school closure criteria, technocrats and ordinary people are compelled by a terministic compulsion to carry out the implications of instrumental rationality. As people participate in market valuations of school spaces and colorblind market argumentative criteria, the neoliberalization of school and education meanings is mystified through a rhetorical process of enclosure that entails closing off, seizing, and repurposing ways of perceiving and acting in urban spaces that are irreducible to market terms. Consequently, the Latina/o community in Southwest Detroit is dispossessed of a communal resource and their cultural sensibilities and experiences negated as third persona in the school closure discourse. Blurring the line between persuasion and coercion, I have concluded that these rhetorical features are system (open full item for complete abstract)

Committee: Alberto Gonzalez Ph.D. (Advisor); Christopher Frey Ph.D. (Committee Member); John Dowd Ph.D. (Committee Member); Ellen Gorsevski Ph.D. (Committee Member) Subjects: Communication

Master of Arts (MA), Wright State University, 2018, International and Comparative Politics

The Asia Pacific power structure is facing numerous challenges. Scholarship demonstrates Japan has encountered arduous obstacles as it balances Chinese and North Korean activity. As Japan attempts to expand its military capabilities, polling data shows that defense policy has conflicted with Japan's citizens and neighboring countries. The focal point of these contentions is Article 9 of the Japanese constitution which restrains the Japanese military to self-defense purposes. Prime Minister Shinzo Abe has vowed to revise Article 9 by 2020. However, revising Article 9 is no simple task. Research demonstrates that for decades Japanese public opinion has been opposed to the revision of Article 9. This research examines trends in Japanese public opinion and its influence over Japanese defense policy. The research additionally suggests possible outcomes of the public referendum required before revising Article 9. Finally, this analysis provides implications for the Asia Pacific's security environment if Article 9 is revised.

Committee: Laura Luehrmann Ph.D. (Committee Chair); Kathryn Meyer Ph.D. (Committee Member); December Green Ph.D. (Committee Member) Subjects: Armed Forces; Asian Studies; History; International Relations; Military History; Military Studies; Pacific Rim Studies; Political Science; Regional Studies

Doctor of Philosophy (Ph.D.), Bowling Green State University, 2017, Media and Communication

This manuscript attempts to broaden previously explored concepts about the nature of whiteness in order to describe and analyze its influence on past and current K-12 education policy discussions. From an orientation of critical rhetoric, I attempt to advance the critical intercultural communication project by taking seriously Kent Ono (2013) notion that assumptions about nation-states as homogeneous entities vastly undertheorize how nations and the people who embody them actually work. That said, my project makes use of Colin Woodard's (2011) mapping of 11 American nations. These nations, or dominant cultural hearths, as Woodard argues, reflect the embedded attitudes, deep seated preferences, and governing practices of the various EuroAtlantic colonizers who controlled them (p. 2). I assemble discursive fragments into a text directed at demystifying how--within these colonized lands--whiteness operates uniquely as a cultural practice. Taking education as a form of governmentality, as Foucault suggests (Foucault as cited in Lemke, 2002), I analyze deliberation on K-12 education that takes place where the borders of whiteness as a cultural practice meet. My goal is to shed light on rituals and strategies that work to maintain and/or challenge whiteness within these settings. The two overarching research questions guiding this work are: (1) what can critics learn about the connections between place, whiteness and cultural practices by analyzing deliberation about K-12 education at different locales within the U.S.? (2) How does whiteness intersect, influence, and mediate boundaries of civic identity and national belonging?

Committee: Alberto González (Advisor); Catherine Stein (Other); John Dowd (Committee Member); Ellen Gorsevski (Committee Member) Subjects: Communication; Education Policy; History; Rhetoric

Doctor of Philosophy, The Ohio State University, 2016, Political Science

The existing literature on conflict management through mediation tends to rely on static models that measure the characteristics of a conflict once, at the onset, and assume that they do not change over time. Yet our qualitative knowledge suggests that the severity of a conflict fluctuates based on the cooperative or conflictual actions of belligerents during the conflict. Moreover, mediators monitor conflicts and decide to intervene based on changes that occur after conflict onset. I build on these intuitions to create a dynamic model of mediation into ongoing disputes. I argue that mediation has an indirect effect on settlement, specifically through its ability to increase cooperative behavior. These indirect causal pathways are ignored in traditional models of conflict, leading scholars to base their conclusions on only the direct effect of mediation. To test my argument, I create weekly event data for 43 conflicts from 1991 to 2008 that capture the timing of mediation and the ebb and flow of conflict severity. I use a marginal structural model to account for both the direct and indirect effect of mediation. The empirical findings demonstrate that the indirect effect of mediation is a primary component of its effectiveness as a tool of conflict resolution.

Committee: Alex Thompson (Committee Chair); Bear Braumoeller (Committee Member); Christopher Gelpi (Committee Member) Subjects: International Relations; Political Science

Ph.D., Antioch University, 2015, Antioch New England: Environmental Studies

While there are as yet no wind energy facilities in New England coastal waters, a number of wind turbine projects are now operating on land adjacent to the coast. In the Gulf of Maine region (from Maine to Massachusetts), at least two such projects, one in Falmouth, Massachusetts, and another on the island of Vinalhaven, Maine, began operation with public backing only to face subsequent opposition from some who were initially project supporters. I investigate the reasons for this dynamic using content analysis of documents related to wind energy facility development in three case study communities. For comparison and contrast with the Vinalhaven and Falmouth case studies, I examine materials from Hull, Massachusetts, where wind turbine construction and operation has received steady public support and acceptance. My research addresses the central question: What does case study analysis of the siting and initial operation of three wind energy projects in the Gulf of Maine region reveal that can inform future governance of wind energy in Massachusetts state coastal waters? I consider the question with specific attention to governance of wind energy in Massachusetts, then explore ways in which the research results may be broadly transferable in the U.S. coastal context. I determine that the change in local response noted in Vinalhaven and Falmouth may have arisen from a failure of consistent inclusion of stakeholders throughout the entire scoping-to-siting process, especially around the reporting of environmental impact studies. I find that, consistent with the principles of ecosystem-based and adaptive management, design of governance systems may require on-going cycles of review and adjustment before the implementation of such systems as intended is achieved in practice. I conclude that evolving collaborative processes must underlie science and policy in our approach to complex environmental and wind energy projects; indeed, collaborative process is fundamen (open full item for complete abstract)

Committee: James Jordan Ph.D. (Committee Chair); Joy Ackerman Ph.D. (Committee Member); Herman Karl Ph.D. (Committee Member) Subjects: Alternative Energy; Energy; Environmental Management; Environmental Studies; Public Policy

Doctor of Philosophy (PhD), Ohio University, 2014, Curriculum and Instruction Mathematics Education (Education)

This dissertation reports on a study designed to estimate the causal effect of taking pure mathematics courses in high school on the likelihood of placing out of postsecondary remedial mathematics. A nonparametric variant of propensity score analysis (marginal mean weighting through stratification) was used on a nationally representative dataset to test for a practically significant causal effect in three groups of students: all comparable students, students who were unlikely to take high-level mathematics courses, and students in a range of demographic categories. In the original analysis, two thirds of the analytic sample had to be discarded because students were not comparable on baseline characteristics; implications of this lack of comparability are discussed. A second analysis included twice as many students by recoding the treatment variable into a more equally-distributed hierarchy of mathematics classes. In both analyses, the estimated causal effect of taking mathematics courses on placement out of PRM failed to reach practical significance; with few exceptions, the same nonsignificant result was found regardless of propensity level or demographic category. The causal effect was lowest among students who had been least likely to take high-level mathematics courses in high school. Sensitivity analyses were conducted to assess the impact of missing values and to test the results under different assumptions. These findings suggest that enrollment in high school mathematics courses may not have as strong of an effect on placement out of postsecondary remedial mathematics as typically claimed in the research literature. More generally, the results suggest that hidden selection bias in many previous education studies may have unwittingly masked the inequity in the U.S. education system. Implications of these findings are discussed for policymakers, student-level decisionmakers, teachers, and researchers.

Committee: Robert Klein (Committee Chair); Hea-Jin Lee (Committee Member); Gordon Brooks (Committee Member); Ginger Weade (Committee Member) Subjects: Mathematics Education; Statistics

Doctor of Philosophy, The Ohio State University, 2004, Educational Policy and Leadership

This dissertation is a history of United States imperialism and Filipino education in the early twentieth century. It is bounded by a time period beginning in 1900 with the establishment of public education in the Philippines, a territory that the U.S. acquired along with Cuba and Puerto Rico at the end of the Spanish-American War. It culminates with the return to the islands in 1910 of Camilo Osias (1889-1976), an American-trained Filipino educator who helped transform his country's school and political systems. Grounded in postcolonial and ethnic studies, a combined framework that examines the transnational oppression and resistance of colonized peoples of color, this study analyzes the themes of interconnection, identity and agency. Methodologically, data was collected through archival research in universities, government agencies, and public and private libraries in the United States and the Philippines. Michel Foucault's analytical method of archaeology facilitated the close reading of primary sources, such as government reports, educational materials, newspapers, and the personal papers of American and Filipino teachers. Based on the data, research findings also shed light on the discourses of gender, race, and nationalism as well as the educational aspects of policy, teacher training, and pedagogy. The study offers three central claims: (a) the United States marshaled education as a tool to civilize, modernize and pacify Filipinos; (b) American imperialism was shaped by the transnational elaboration of gendered and racialized orders in which male educators dominated the colonial structure while African American schooling served as the template to instruct subjugated people; and (c) Filipinos enacted a hybrid form of nationalism which brought together western and native influences to subversively employ colonial education and fight for national liberation. The implications of the dissertation are: (a) this research challenges the pervasive American view of the (open full item for complete abstract)

Committee: Patricia Lather (Advisor) Subjects:

Master of Science (MS), Ohio University, 2010, Journalism (Communication)

This study examines the New York Times, Times of London, Hindu, and Dawn coverage of the 2008 Mumbai attack. Since the U.S. and Britain had considerable interests in South Asia, the study used the framework of press nationalism to analyze the coverage. A content analysis of the coverage in the four newspapers suggests national interests were at work. The debate over the war and issues like religious unrest were different in the four newspapers. The Western press was unequivocal in condemning the war option; the coverage also reflected an agreement on issues like Kashmir and the War on Terror. The Asian media also focused on avoiding war but differed from each other on many aspects. Dawn raised issues like Muslim unrest and Hindu fanaticism while avoiding Pakistan's failure to curb terrorist activities. The Hindu was unambiguous in pinning the blame on Pakistan while condemning the failure of the Indian security apparatus.

Committee: Joseph Bernt PhD (Advisor); Hong Cheng PhD (Committee Member); Marilyn Greenwald PhD (Committee Member) Subjects: Journalism

Doctor of Philosophy (PhD), Ohio University, 2006, Rhetorical Criticism (Communication)

Public policy is full of rhetorical messages, and the ways in which politicians use rhetoric shapes the mindset of a society. This is especially true when it comes to federally mandated policy written in regard to America's public education system. The No Child Left Behind Act is by far the most controversial education reform artifact ever published due to its insistence punishing non-compliant schools. This system of surveillance, coupled with other issues that will be discussed herein, have caused most educators to loudly criticize the bill, while the Bush administration under which it was enacted refuses to back off on its insistence that the act will work. In the field of communication studies, in order to gain a rhetorical perspective on discourse, it is vital to look at the relationship between historical events and the rhetoric surrounding them. Thus, in this dissertation I provide a rhetorical analysis of NCLB and how it measures in a rhetorical and historical context with other modern educational reform artifacts. I make the argument that an act cannot be successful on its name alone, but that is exactly the logic supporters of the No Child Left Behind Act are using.

Committee: Scott Titsworth (Advisor) Subjects: Speech Communication

Master of Arts (MA), Bowling Green State University, 2009, History

This study examines world history education in the United States from the late 19th century through 2002 by investigating the historical interplay between three mechanisms of curricular control: scholarship, curriculum recommendations, and textbook publishing. Research for this study has relied on unconventional source classification, with historical monographs which defined key developments in world history scholarship and textbooks being examined as primary sources. More typical materials, such as secondary sources analyzing philosophical educational battles, the history of educational movements, historiography, and the development of new ideologies from have been incorporated as well. Since educational policy began trending towards increasing levels of standardization with the implementation of compulsory education in the late 1800s, policymakers have been grappling with what to teach students about the wider world. Early scholarship focused on the history of Western Civilization, as did curriculum recommendations and world history textbooks crafted by professional historians of the period. Amidst the chaos of two World Wars, economic depression, the collapse of the global imperial system, and the advent of the Cold War traditional accounts of the unimpeachable progress of the Western tradition began to ring hollow with some historians. New scholarship in the second half of the twentieth century refocused world history, shifting away from the cyclical rise and fall of civilizations model which emphasized the separate traditions of various societies and towards a narrative of increasing interconnectedness. While this view has come to dominate present day historical world history research it has not yet replaced the older Western Civilization model in the education system. Curriculum recommendations continue to be undermined by partisans committed to a model based on century old scholarship which has been abandoned by the field itself and textbooks illustrate an u (open full item for complete abstract)

Committee: Tiffany Trimmer PhD (Advisor); Scott Martin PhD (Committee Member); Nancy Patterson PhD (Committee Member) Subjects: American History; Education History; History; Social Studies Education; Teaching

Master of Science in Urban Studies, Cleveland State University, 2013, Maxine Goodman Levin College of Urban Affairs

Multifamily development patterns remain an overlooked aspect of the research examining urban growth and morphology. This study examines multifamily development patterns in the Kansas City Metropolitan Statistical Area from 1990 to 2010. Additionally, this study examines patterns of multifamily infill in order to determine (1) the growth rate of multifamily development within four infill scenarios, (2) whether high density neighborhoods receive disproportionate amounts of multifamily development, and (3) the rates of development in inner city, inner-ring, and outer-ring neighborhoods. This study found that rates of multifamily development were grew at up to twice the rate of single-family development in certain infill areas. Additionally, it found that multifamily development was dispersed throughout the metropolitan region, with prominent development taking place in inner city, inner-ring, outer-ring, and sprawling areas.

Committee: W. Dennis Keating PhD (Committee Chair); Stephanie Ryberg Webster PhD (Committee Member); Brian Mikelbank PhD (Committee Member) Subjects: Geographic Information Science; Urban Planning