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Title: "Go Forward," Florida Woman's Christian Temperance Union, Fifty-Fifth Annual Convention.
Creator: First Baptist Church of Tallahassee
Date Issued: 1938/10/11-1938/10/14
Identifier: FSU_FBCTLH_10141938
Format: Document (PDF)

Title: The "God Bearing" Patriarch: Hagia Sophia's Apse Mosaic in Ninth-Century Byzantine Politics.
Creator: Simmons, Sarah C., Jones, Lynn, Gerson, Paula, Bearor, Karen, Department of Art History, Florida State University
Abstract/Description: In this paper, I suggest that the Byzantine Patriarch Photios (r. 858-867, 877-886) used the composition of the apse mosaic of the Theotokos and Christ-Child and its relationship to the light within Hagia Sophia to his political advantage. I propose that on Holy Saturday, 867, Photios attempted to counteract political threats through his Homily 17, which dedicated the apse mosaic, the first figural image installed in Hagia Sophia after the end of Iconoclasm. In Byzantine liturgy, the emperor...
Show moreIn this paper, I suggest that the Byzantine Patriarch Photios (r. 858-867, 877-886) used the composition of the apse mosaic of the Theotokos and Christ-Child and its relationship to the light within Hagia Sophia to his political advantage. I propose that on Holy Saturday, 867, Photios attempted to counteract political threats through his Homily 17, which dedicated the apse mosaic, the first figural image installed in Hagia Sophia after the end of Iconoclasm. In Byzantine liturgy, the emperor played a ceremonial role as the embodiment of Christ, an idea that was widely propagated, for example, by images of Christ on imperial coins. I argue that Photios emphasized his own ceremonial role as a "God Bearer" and appropriated the image of the Theotokos as his own opposing political symbol. With the dedication of the Theotokos image, Photios garnered the visual language needed to oppose imperial authority and created an opportunity to assert his Iconophile polemic. Homily 17 is a result of the continuation of the Iconoclast controversy that persisted since the so-called Truimph of Orthodoxy in 843. Through Photios's dedication of the apse image and its relationship to Hagia Sophia's liturgy, the apse mosaic became a performative image. The activation of the apse mosaic as a performative image is due in part to the effect of light caused by the reflection of the sun off of the gold and glass tesserae. Rico Franses discusses how this light effect creates visual layers of bright golden reflections and dark areas of matte glass in the mosaic's composition. He suggests that these layers convey Orthodox theology to the church's congregation. He explains that the changing light in Hagia Sophia, as the sun rises and lowers, and the effect of the reflected light on the gold tessarae illuminate either the Theotokos or the Christ Child. I propose that Photios took advantage of Hagia Sophia's unique light effect in order to emphasize the Theotokos and his own ceremonial role as a "God Bearer" over the Christ-Child in the political rhetoric of Homily 17 and the liturgy of Hagia Sophia.
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Date Issued: 2011
Identifier: FSU_migr_etd-1713
Format: Thesis

Title: "God Help Tristrem the Knight!/He Faught for Ingland": A Narrative and Manuscript Study of English Identity in Sir Tristrem.
Creator: Yaitsky, Lydia, Johnson, David F., Treharne, Elaine, Vitkus, Daniel, Department of English, Florida State University
Abstract/Description: Sir Tristrem is the earliest English versions of the Tristan and Isolde story, and it is the only rendition that presents its protagonist as an English hero. The romance's many markers of Englishness become even more legible in the manuscript context of the poem. With its singular appearance in the Auchinleck Manuscript, National Library of Scotland, Advocates' MS.19.2.1 (c.1330), Sir Tristrem and the deeds of its eponymous hero become inscribed in the Matter of England. Because this is the...
Show moreSir Tristrem is the earliest English versions of the Tristan and Isolde story, and it is the only rendition that presents its protagonist as an English hero. The romance's many markers of Englishness become even more legible in the manuscript context of the poem. With its singular appearance in the Auchinleck Manuscript, National Library of Scotland, Advocates' MS.19.2.1 (c.1330), Sir Tristrem and the deeds of its eponymous hero become inscribed in the Matter of England. Because this is the only medieval instance of the poem, this study of national identity in Sir Tristrem must be contextualized within its literary tradition and its manuscript context. When judged against the courtly standards as represented in Thomas' Tristran and Gottfried's Tristan, the Middle English Sir Tristrem pales in comparison. But this comparison assumes that the anonymous Middle English poet was participating in the same courtly narrative tradition as Thomas and Gottfried. In my study of the poem, I argue that the Tristrem poet purposefully rejects the courtly tradition. In reducing the emphasis on emotional responses and focusing instead on land rights and public performance, Sir Tristrem blends the courtly Tristan narratives with the tales of English heroes. Tristrem travels to Ermonie to win back his heritage. In avenging the death of his father, Tristrem behaves like the famous English heroes Havelok, Guy, and Boeve, but his story differs from theirs because of Tristrem's inability to settle down and establish a dynasty. The only way to secure an inheritance is by transmitting it to the next generation. Despite his marriage to Ysonde of the White Hands, Tristrem never fathers any children. His only recourse is to establish a new dynasty, one not related to him by blood: the dynasty of his foster father Rohand and his sons. This argument that Sir Tristrem participates in the English hero tradition finds support in the manuscript evidence of the Auchinleck MS. The manuscript compiler has selected five English hero romances—Guy of Warwick (couplets), Guy of Warwick (stanzas), Reinbroun (the romance of Guy's son), Sir Beues of Hamtoun, and Horn Childe and Maiden Rimnild—and may have selected Sir Tristrem because of its narrative similarities to them. The manuscript context of Sir Tristrem helps its eponymous hero gain recognition as a tragic exiled-and-returned English hero. The Auchinleck manuscript appropriates Sir Tristrem into the Matter of England romances—tales that narrate a history of the nation and were read by fourteenth-century audiences as history or glimpses into the past.
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Date Issued: 2009
Identifier: FSU_migr_etd-1159
Format: Thesis

Title: A "Good Report of England": Narratives of Production and National Identity in Early Modern Print (1473-1625).
Creator: Brown, Meaghan Jane, Coldiron, Anne E. B., Leushuis, Reinier, Taylor, Gary, Gants, David, Department of English, Florida State University
Abstract/Description: "A 'Good Report of England'" explores the relationship between nascent conceptions of English nationhood and the development of printers' personas in early modern texts. Although the invention of the printing press is widely understood to have influenced the formation of early modern national identities, the idea that print itself has a history of textual representation has not been factored heavily into that understanding. By examining printers' self-representations and textual narratives of...
Show more"A 'Good Report of England'" explores the relationship between nascent conceptions of English nationhood and the development of printers' personas in early modern texts. Although the invention of the printing press is widely understood to have influenced the formation of early modern national identities, the idea that print itself has a history of textual representation has not been factored heavily into that understanding. By examining printers' self-representations and textual narratives of print-production, this dissertation explores how generic conventions for representing the act of printing develop over the first 150 years of the technology's existence, and in doing so, investigates the relationship between these developing representations and what Richard Helgerson calls the "discursive forms of nationhood." This study draws on close bibliographic study of printed sources as well as manuscript correspondence, Stationers' Company records and legal documents to question the narratives of production told by specific printers within their publications and to problematize the relationship between such narratives and the texts they accompany. Jürgen Habermas's proposed "literary precursor" to the public sphere and Benedict Anderson's "imagined communities" both suppose that a political discourse eventually emerged from print's capacity to engage readers in a discursive community - a community defined by their own engagement with texts. This dissertation argues that printers' epistles manipulated both the concept of community and the concept of readers' engagement as they actively negotiated the terms of print's place in the political landscape. This dissertation focuses on printed texts related to English history and contemporary news events - from verse exemplars of good governance and hagiographies of national heroes, to history plays and polemical news pamphlets - that occurred in multiple editions, either synchronically produced through translation or diachronically reprinted over the period in question. Focusing on often-reprinted texts allows me to examine the adaptations and nuances of paratextual elements, primarily "Printer to the Reader" epistles and frame narratives, and to historicize these elements as they guide the readings of a variety of historical texts. My project asks why an inscribed-printer - often, but not always, authored by the historical printer of a given work - was created to contribute narrative to such works and what the uses of such personae can tell us about the political capital of early modern print.
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Date Issued: 2013
Identifier: FSU_migr_etd-7732
Format: Thesis

Title: "Guess Who?".
Creator: Nelson, Mary Cobb
Date Issued: circa 1923-1928
Identifier: 3318550, FSDT3318550, fsu:6370
Format: Image (JPEG2000)

Title: "Gymkana Presents: Aloha!" (November 12-17, 1956).
Creator: Florida State University
Date Issued: 1956
Identifier: 2708283, FSDT2708283, fsu:538
Format: Document (PDF)

Title: "He Cannot Be a Gentleman Which Loveth Not Hawking and Hunting": Reading Early Modern English Hunting Treatises as Courtesy Books.
Creator: Lee, Karen A. Kaiser, Boehrer, Bruce T., Vitkus, Daniel, Warren, Nancy Bradley, Department of English, Florida State University
Abstract/Description: The nobility of the Renaissance era enjoyed an elaborate form of hunting, called par force, which involved many horses, dogs, and huntsmen and offered many opportunities for social display. Par force hunting came with a set of ritualized actions and its own unique vocabulary. English monarchs, especially James I, instituted regulations on who could participate based on social status. As the higher social echelons became more permeable, and hunting remained the recreation of choice for those...
Show moreThe nobility of the Renaissance era enjoyed an elaborate form of hunting, called par force, which involved many horses, dogs, and huntsmen and offered many opportunities for social display. Par force hunting came with a set of ritualized actions and its own unique vocabulary. English monarchs, especially James I, instituted regulations on who could participate based on social status. As the higher social echelons became more permeable, and hunting remained the recreation of choice for those of elevated status, this turned the sport into a skill necessary for those new to the court. This study looks at early modern English hunting manuals to examine how they functioned as courtesy literature for those newly admitted to higher levels of society, examining the rhetorical and instructional techniques employed in early modern English hunting treatises to ascertain similarities between to two types of books.
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Date Issued: 2007
Identifier: FSU_migr_etd-3363
Format: Thesis

Title: "He Knew That a Valley Was a Culture": W.S. Mason and the Formation of a Musical Community in Charleston, West Virginia, 1906-1956.
Creator: Kahre, Sarah E., Van Glahn, Denise, Brewer, Charles E., Bakan, Michael B., College of Music, Florida State University
Abstract/Description: There are many examples of small communities where members of the population took action to fill a cultural void; one is Charleston, West Virginia. A critical figure in the development of Charleston's active performing community was William Sandheger Mason (1873-1941), founder of the Mason College of Music and Fine Arts. Both through the influence of his school and his own performing and conducting in the 1910s and 1920s, Mason established a taste for European art music in the rapidly growing...
Show moreThere are many examples of small communities where members of the population took action to fill a cultural void; one is Charleston, West Virginia. A critical figure in the development of Charleston's active performing community was William Sandheger Mason (1873-1941), founder of the Mason College of Music and Fine Arts. Both through the influence of his school and his own performing and conducting in the 1910s and 1920s, Mason established a taste for European art music in the rapidly growing city. Although most of the organizations he founded failed during the Great Depression, Mason's school continued to influence the area well after his death. Additionally, Mason facilitated the successes of the organizations that serve the area today by establishing a base of both performers and concertgoers.
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Date Issued: 2008
Identifier: FSU_migr_etd-3372
Format: Thesis

Title: "Hear Their Cry" in The Juniation.
Creator: Florida State University
Abstract/Description: Article in the Our Opinions section of The Juniation, the weekly student publication of Juniata College in Huntingdon, Pennsylvania, reposting a letter they received about the John Boardman case.
Date Issued: 1957-02-22
Identifier: FSU_HUA_2018_062_S1360_B20_F41_047
Format: Image (JPEG2000)

Title: "Her Body Is Her Own": Victorian Feminists, Sexual Violence, and Political Subjectivity.
Creator: Trumble, Kelly Lynn, Standley, Fred, Boutin, Aimee, Burke, Helen, Faulk, Barry, Department of English, Florida State University
Abstract/Description: During the latter half of the nineteenth century, women publicly confronted the issue of sexual violence for the first time. Feminists campaigned against the state-sanctioned "instrumental rape" perpetrated on women under the Contagious Diseases Acts, demanded access to medical knowledge in order to free themselves from the hands of male doctors, and attacked the marital exemption in rape law, an effort which paved the way for a married woman's legal right to her own body. This dissertation...
Show moreDuring the latter half of the nineteenth century, women publicly confronted the issue of sexual violence for the first time. Feminists campaigned against the state-sanctioned "instrumental rape" perpetrated on women under the Contagious Diseases Acts, demanded access to medical knowledge in order to free themselves from the hands of male doctors, and attacked the marital exemption in rape law, an effort which paved the way for a married woman's legal right to her own body. This dissertation traces the journey of selected Victorian feminists toward political subjectivity by exploring how their discussions of and resistance against sexual violence served as a key portal through which they began to construct themselves as "subjects" with a natural right to bodily integrity. Making use of feminist narratological theories, I analyze the rhetorical strategies emerging from women's non-fictional texts to argue that their resistance against the myriad forms of sexual violence became indistinguishable from the struggle for political subjectivity, the liberties that women believed they held as politically equal individuals. Feminists struck at the heart of liberal political theory, exposing the falsity of the public/private distinction which effectively disqualified women from consideration as civil individuals capable of making choices concerning their own lives and bodies. They appropriated liberalism's theory of liberty and equality, including themselves in that liberal definition to argue that all people, not just men, were created as free and equal individuals with the concomitant right to bodily inviolability. By ignoring the gender discrimination upon which the English constitutional system rested and positioning themselves as political subjects whose freedom of self-ownership was being infringed upon, feminists were, I would suggest, shifting the prevailing assumption of women's rights through ideological change. If women were perceived as civil subjects with all the measures of political freedom granted to them, they could end sexual abuse by affecting the laws that made that abuse possible. However, once women discovered that an ideological shift alone would not prompt male legislators to act on their behalf, they transferred their energies into lobbying for female suffrage, the only means by which they might protect themselves and their own interests.
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Date Issued: 2004
Identifier: FSU_migr_etd-1508
Format: Thesis

Title: "Hide It under a Bush, Hell No!" Women's Volunteer Associations as Adult Education Initiatives.
Creator: Moran, Patricia, Easton, Peter B., Laughlin, Karen, Shargel, Emanuel, MacDonald, Victoria-Maria, College of Nursing, Florida State University
Abstract/Description: Age related cataracts are one of the major causes of loss of vision worldwide. Approximately 20 million people in the United States have their vision obstructed by cataracts and 500,000 new cases are diagnosed annually. The treatment for cataract is surgical extraction. The surgery is more than 95% successful in significantly improving vision. Because of continual advancements in cataract surgery, it is almost exclusively performed as an outpatient procedure and involves the administration of...
Show moreAge related cataracts are one of the major causes of loss of vision worldwide. Approximately 20 million people in the United States have their vision obstructed by cataracts and 500,000 new cases are diagnosed annually. The treatment for cataract is surgical extraction. The surgery is more than 95% successful in significantly improving vision. Because of continual advancements in cataract surgery, it is almost exclusively performed as an outpatient procedure and involves the administration of local anesthesia. For the most part patients are fully conscious during the procedure and it is imperative that they remain still. In the elderly, fear of loss of vision related to cataract surgery is second only to the fear of death. Although studies have shown that the average cataract patient is not unduly anxious regarding cataract surgery, anxiety is a known entity. An increase in anxiety can cause a patient to be restless, jittery, and agitated, all of which can cause unanticipated movement and hence a deleterious outcome. People are social beings. Interaction with and among other people provides and conveys support, comfort, and reassurance. Touch, specifically hand holding, has been shown to decrease anxiety and stress in multiple situations. It is minimally invasive, safe, reassuring and could allow patients to communicate during procedures where verbal communication, if done without parameters, as in cataract surgery, could be devastating. The findings of this study failed to reveal a significant difference in post op anxiety scores in either the treatment group or the non treatment group. However, subjectively, those people who received hand holding strongly agreed that hand holding helped to decrease anxiety during the procedure. The physician rating for patient compliance did not reveal a significant level of increase with the intervention during surgery. Again, subjectively, the majority of patients strongly agreed that hand holding did help them to be more compliant to the surgeon's request. None of the participants that received hand holding felt an intrusion of personal space during the treatment. Results strongly suggest, at least subjectively, that hand holding is beneficial in decreasing anxiety, increasing compliance to intraoperative request, and is much welcomed, beneficial nursing intervention.
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Date Issued: 2007
Identifier: FSU_migr_etd-2269
Format: Thesis

Title: "Hieroglyphics and Emblems of His Glory": A tour of handsomely-illustrated books in the Shaw collection.
Creator: Korn, Frederick, Shaw, John MacKay
Abstract/Description: Article providing description of illustrated books in the John MacKay Shaw collection
Date Issued: 1894, 1997
Identifier: FSU_MSS_2008_006_B098_F05
Format: Document (PDF)

Title: "Hiking Home".
Creator: Cooper, Jewell Genevieve
Date Issued: circa 1920s
Identifier: 1924975, FSDT1924975, fsu:5319
Format: Image (JPEG2000)

Title: "His-Panic": Latin-American Poetry in Translation.
Creator: Ruiz, Daniel, Department of English
Abstract/Description: Though I learned it first, I no longer speak Spanish fluently. Wishing to reconnect myself to my language and my culture—my own interests also piqued by the romantic sound of the language and the sheer brilliance and precision of the Spanish-language poets I had read—I returned to the language through poetry translation in an attempt to morph what had become unfamiliar (Spanish) into the language with which I have become most familiar (English). The purpose of this presentation is to give...
Show moreThough I learned it first, I no longer speak Spanish fluently. Wishing to reconnect myself to my language and my culture—my own interests also piqued by the romantic sound of the language and the sheer brilliance and precision of the Spanish-language poets I had read—I returned to the language through poetry translation in an attempt to morph what had become unfamiliar (Spanish) into the language with which I have become most familiar (English). The purpose of this presentation is to give insight into processes—of writing, rewriting, translating poems from Spanish to English, and learning to confront and accept the unfamiliar. Over the summer, I traveled to Uruguay and Argentina, where I was forced to speak Spanish only, where even my limited Puerto Rican Spanish was foreign to the European-influenced Spanish of South America. Living in Tallahassee before and after my trip, I worked to improve my Spanish and focused my reading on poets from Latin-American countries and on the notable essays and books on translation that are considered paramount in the field. My period of focus is the twentieth century, and while English-language poets were writing about "The Everyday", their Latin-American counterparts, while still, as Emerson says, embracing "the common," often focused on the big issues of Life, Death, Time, and especially Love. My goal is this: I wish to relay the experience of working in two languages instead of one, and to show how the discourse between languages altered my writing and the way I think about language.
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Date Issued: 2013
Identifier: FSU_migr_undergradresearch-0004
Format: Citation

Title: "Hitler Is Here": Lynching in Florida during the Era of World War II.
Creator: Hobbs, Tameka Bradley, Jones, Maxine D., Dickson-Carr, Darryl, Richardson, Joe M., Jones, James P., Childs, Matthew D., Department of History, Florida State University
Abstract/Description: This historical study will examine four lynchings that took place in Florida during the 1940s. The investigations include the lynching of A. C. Williams in Gadsden County in 1941; Cellos Harrison in Jackson County in 1943; Willie James Howard in Suwannee County in 1944; and Jesse James Payne in Madison County in 1945. In addition to describing the circumstances surrounding each incident, this study also discusses the reaction of local law enforcement, Florida state public officials, the...
Show moreThis historical study will examine four lynchings that took place in Florida during the 1940s. The investigations include the lynching of A. C. Williams in Gadsden County in 1941; Cellos Harrison in Jackson County in 1943; Willie James Howard in Suwannee County in 1944; and Jesse James Payne in Madison County in 1945. In addition to describing the circumstances surrounding each incident, this study also discusses the reaction of local law enforcement, Florida state public officials, the federal government, and the press. To tell these stories, the study relied on records from local and state governments, investigative records of the U. S. Department of Justice and the Federal Bureau of Investigation and, oral history from family members and residents of the communities in which these lynchings occurred. The study gives these incidents further exploration, in attempting to fit them into the chronology of the lynching phenomenon in the United States by extracting similarities as well as changes in the practice of lynching itself. These lynchings also indicate an increasingly negative reaction but segments of the American public against such acts of violence. This was due in part to U. S. participation in World War II and the government's increasing concern about the nation's international reputation.
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Date Issued: 2004
Identifier: FSU_migr_etd-4014
Format: Thesis

Title: THE "HOLY EXPERIMENT": AN EXAMINATION OF THE INFLUENCE OF THE SOCIETY OF FRIENDS UPON THE DEVELOPMENT AND EVOLUTION OF AMERICAN CORRECTIONAL PHILOSOPHY (QUAKERS, RENAL, PRISON REFORM).
Creator: CROMWELL, PAUL FRANK., Florida State University
Abstract/Description: The Quaker era in American corrections is traditionally characterized in criminological literature as the brief experiment with substitution of imprisonment for the sanguinary corporal and capital punishments of England and the other colonies by William Penn in 1682, and as the subsequent rebirth of the philosophy by Philadelphia Quakers between 1790-1840., The premise underlying this research is that the origin and evolution of American correctional philosophy cannot be fully and accurately...
Show moreThe Quaker era in American corrections is traditionally characterized in criminological literature as the brief experiment with substitution of imprisonment for the sanguinary corporal and capital punishments of England and the other colonies by William Penn in 1682, and as the subsequent rebirth of the philosophy by Philadelphia Quakers between 1790-1840., The premise underlying this research is that the origin and evolution of American correctional philosophy cannot be fully and accurately understood from any perspective that limits the Quaker influence to early periods of American history. The study elaborates the direct and indirect influence of a Quaker social reform movement which began in Europe in 1670 and continues today as a vital and viable force behind correctional public policy in the United States. Although the strength and impact of the Quaker social reform movement, the "holy experiment," as William Penn termed it, has waxed and waned over the past three centuries, the efforts of the Society of Friends to attain social justice in correctional reform has been a continuous social reform movement., The present research interprets the Quaker correctional reforms in America as a single social movement which evolved in distinct stages over a period of three hundred years. The theoretical frame of reference is a social contextual perspective, which considers the events in the social, political and economic context of the time., The evolution of the American correctional philosophy can be seen as a single, extended social movement which began with the Quaker persecution in Europe and the subsequent migration to America; evolved into an utopian effort to establish a new and better means of dealing with the criminal; and, further developed into a reform effort, diffusing the gospel of the "penitentiary" and the new "prison discipline." Its basic philosophy remained for the next one hundred years the foundation of American correctional policy, only to be reexamined in the mid-twentieth century and found wanting by the same reformers who established it, and the struggle for reform began again.
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Date Issued: 1986, 1986
Identifier: AAI8612198, 3086301, FSDT3086301, fsu:75784
Format: Document (PDF)

Title: "Home - at the Annex".
Creator: Benson, Laura Quayle
Date Issued: circa 1917-1919
Identifier: 79573, FSDT79573, fsu:6424
Format: Image (JPEG2000)

Title: "Home of Tallahassee Girl", Tallahassee, Fla.
Creator: Heritage Protocol Postcard Collection
Date Issued: undated, circa 1930s-1940s
Identifier: 2796246, FSDT2796246, fsu:6595
Format: Image (JPEG2000)

Title: "How Hard I Have Manoeveured": Elizabeth Waring, J. Waties Waring, and Their Rhetorical Campaign to End School Segregation.
Creator: Fenimore, Wanda Little, Houck, Davis W., Fleckenstein, Kristie S., Nudd, Donna M., Proffitt, Jennifer M., School of Communication, Florida State University
Abstract/Description: On January 16, 1950, Elizabeth Waring delivered an explosive speech to the Coming Street (black) Young Women's Christian Association in Charleston, South Carolina. The speech was the first in a rhetorical campaign launched by Mrs. Waring and her husband, federal Judge J. Waties Waring, to publicize racial oppression and segregation in the South. Because of the outraged reaction and media publicity of the Charleston YWCA speech, Mrs. Waring garnered an invitation to appear on NBC's nationally...
Show moreOn January 16, 1950, Elizabeth Waring delivered an explosive speech to the Coming Street (black) Young Women's Christian Association in Charleston, South Carolina. The speech was the first in a rhetorical campaign launched by Mrs. Waring and her husband, federal Judge J. Waties Waring, to publicize racial oppression and segregation in the South. Because of the outraged reaction and media publicity of the Charleston YWCA speech, Mrs. Waring garnered an invitation to appear on NBC's nationally televised Meet the Press. On the show, Mrs. Waring shocked Southern whites further when she declared that people should be allowed to marry whoever they please. In other words, the taboo against interracial sex was nonsensical. In this dissertation, I examine the rhetorical campaign of the Warings from historical-critical and rhetorical perspectives. I situate their rhetoric within its historical context of the Jim Crow South as well as the rhetorical situation that gave rise to the Warings' public discourse. Rather than a specific method, I employ close reading of the text of the YWCA speech to determine the ways that Mrs. Waring spoke of race relations and social equality. Along with delving deeply into the Charleston YWCA speech, I establish continuities between it and the Warings' other speeches. In addition, I argue that the Warings defied the rhetorical situation in terms of persuasion and fitting response because their rhetoric adheres to the elements of exhortation as well as polarization, shock, prophetic, and agitator rhetoric. After closely reading the text of the speech, I turn to the response among Southern whites and media by examining newspaper articles, editorials, and letters written to the Warings. The Warings endured social ostracism, vile letters, harassing phone calls, impeachment threats, and attacks upon their home. Yet, despite their efforts and perseverance, their attempts to end school segregation are little known. The timing of the Warings' rhetorical campaign is significant in terms of the Clarendon County school segregation case that began in 1948. After landing in Judge Waring's courtroom on two separate occasions, the matter eventually became one of the cases (Briggs v. Elliott) of Brown v. Board of Education, the Supreme Court decision that ruled school segregation was unconstitutional. The rhetorical history of Briggs, specifically its prominence and significance as part of Brown, is largely unwritten. Judge Waring presided over these cases and ordered Thurgood Marshall and NAACP attorneys to revise the suit from an equalization case to a direct attack on the constitutionality of legally-mandated segregation. Southern whites continually questioned the Warings' motives, claiming that the couple was using race relations to exact revenge on the whites who socially spurned them. However, Elizabeth and Waties' activism included public and private actions. Along with their rhetoric and Judge Waring's judicial opinions, the Warings corresponded regularly with a network of prominent civil rights advocates like Septima Clark, James Dombrowsky, Aubrey Williams, Marion Wright, Walter White, and Myles Horton. They frequently entertained blacks in their home and aided Reverend Joseph De Laine after he fled South Carolina. I argue that the Warings were involved in both covert and overt actions to achieve their goal, the end of school segregation, and their motives were genuine, not spiteful. They purposefully pursued a rhetorical course of action to influence the outcome of the Clarendon County school segregation case. Examining that campaign offers a different appreciation and understanding for how Brown came about.
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Date Issued: 2013
Identifier: FSU_migr_etd-8700
Format: Thesis

Title: "How We Got Ovah": Afrocentric Spirituality in Black Arts Movement Women's Poetry.
Creator: Green, Dara Tafakari, McGregory, Jerrilyn, Montgomery, Maxine, Moore, Dennis, Department of English, Florida State University
Abstract/Description: This study, using poetry by Carolyn Rodgers, Sarah Webster Fabio, Sonia Sanchez, Sharon Bourke, Ntozake Shange and Jayne Cortez, examines the manifestations of Afrocentric spirituality in women's writing during the Black Arts Movement. Until recently, there has been a paucity of scholarship on the movement. When studying the BAM, critics have heretofore concentrated on sexism, homophobia, nationalism, and racism as its most prominent aspects. However, BAM writers also have a marked concern...
Show moreThis study, using poetry by Carolyn Rodgers, Sarah Webster Fabio, Sonia Sanchez, Sharon Bourke, Ntozake Shange and Jayne Cortez, examines the manifestations of Afrocentric spirituality in women's writing during the Black Arts Movement. Until recently, there has been a paucity of scholarship on the movement. When studying the BAM, critics have heretofore concentrated on sexism, homophobia, nationalism, and racism as its most prominent aspects. However, BAM writers also have a marked concern with spirituality from an African epistemological standpoint, which brings new possibilities for critical analysis to the forefront. Theorists such as Larry Neal furthermore termed the movement as a spiritual sister to the Black Power Movement. This project contributes to the burgeoning conversation on BAM women's poetry by evaluating the ways in which they deem spirituality as essential for agency as women and as black citizens. I identify three major themes in which women's spirituality serves as a prerequisite for or an enabler of black liberation and revolution. Chapter One explains how Carolyn Rodgers, in her books Songs of a Blackbird and How I Got Ovah, creates personas that initially reject Christianity as a Eurocentric religious construction, but subsequently acknowledge the Afrocentric spirituality of the black church and ascribe to it a revolutionary blackness. Chapter Two demonstrates, through Ntozake Shange's for colored girls who have considered suicide / when the rainbow is enuf and Sonia Sanchez's I've Been a Woman, that women must first give birth to themselves spiritually before they can successfully accomplish the birth of the black nation. Chapter Three examines five poems by Carolyn Rodgers, Jayne Cortez, Sonia Sanchez, Sarah Webster Fabio, and Sharon Bourke, arguing that black women poets activate nommo, the power of words to influence action, when they write jazz poetry; as cultural and spiritual leaders in their own rights, they serve as a type of co-priestess to the black community when they recognize the jazz artist as a spiritual priest. Conclusively, I determine that there is indeed space for the recognition of the intended spiritual goals and accomplishments of the Black Arts Movement, and especially of marginalized black women's poetry.
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Date Issued: 2007
Identifier: FSU_migr_etd-4007
Format: Thesis

Title: "I Am in the, and Thow Are in Me": Finding Feminine Spirtuality in the Book of Margery Kempe.
Creator: Robitaille, Danielle, Warren, Nancy, Johnson, David F., Crook, Eugene, Department of English, Florida State University
Abstract/Description: This paper explores the transition of Margery Kempe from a married laywoman to celibate mystic in The Book of Margery Kempe. Margery grapples with three very different and distinct challenges in the course of finding her spiritual niche in the patriarchal-dominated medieval Church. Margery must first deal with overcoming the Church's view that her body was a site of sinfulness and ontological monstrosity. She then chooses to seek the aid of her spiritual predecessors and discover where she...
Show moreThis paper explores the transition of Margery Kempe from a married laywoman to celibate mystic in The Book of Margery Kempe. Margery grapples with three very different and distinct challenges in the course of finding her spiritual niche in the patriarchal-dominated medieval Church. Margery must first deal with overcoming the Church's view that her body was a site of sinfulness and ontological monstrosity. She then chooses to seek the aid of her spiritual predecessors and discover where she fits into the tradition of female mystics. Finally, she must come to terms with the fact that due to the fact that she was functionally illiterate, she must filter her biography through the hand of a scribe. Throughout all of her experiences, she constantly seeks validation from the male clergy, her spiritual foremothers, and other members of society. However, to alleviate her fears and anxieties, Margery must go within herself, get her narrative written and carve her own space within the Catholic Church. By doing this, she effectively makes her place within the Church, the literary canon, and creates the first autobiography in the English language.
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Date Issued: 2005
Identifier: FSU_migr_etd-1800
Format: Thesis

Title: "I Am the Conjure": Sharon Bridgforth and a Theatre of Multiplicity.
Creator: Ormiston, Rebecca, Osborne, Elizabeth, Dahl, Mary Karen, Salata, Kris, School of Theatre, Florida State University
Abstract/Description: This thesis focuses on Sharon Bridgforth's performance pieces. Examining Bridgforth's performance texts, a more complicated and--at times-- contradictory way of approaching subjectivity emerges, challenging ideas of cultural authenticity, essentialism, and a self-contained Black aesthetic. I position Bridgforth's performance pieces as points of entry for discussing the U.S. American theatre's misleading categorization of plays by women playwrights of color as plays concerned with race over...
Show moreThis thesis focuses on Sharon Bridgforth's performance pieces. Examining Bridgforth's performance texts, a more complicated and--at times-- contradictory way of approaching subjectivity emerges, challenging ideas of cultural authenticity, essentialism, and a self-contained Black aesthetic. I position Bridgforth's performance pieces as points of entry for discussing the U.S. American theatre's misleading categorization of plays by women playwrights of color as plays concerned with race over aesthetics-- an oversimplified system that undercuts the multifaceted, polyphonic plays and performance pieces written, and limits the multiple interpretations possible in these works. I ultimately advocate for reimagining U.S. American theatre's discourse on race and gender, asking spectators to consider ways in which the voices "from the fringe" challenge incomplete binaries of identity and community.
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Date Issued: 2012
Identifier: FSU_migr_etd-6503
Format: Thesis

Title: "I am the Truth (أنا الحق)": Finding a Critique of Sufism from Three Accounts of Al-Hallaj's Utterance.
Creator: Robinson, Brennan Jeffrey
Date Issued: 2017-04-30
Identifier: FSU_libsubv1_scholarship_submission_1493611244
Format: Thesis

Title: "I Can Name that Bayesian Network in Two Matrixes!".
Creator: Almond, Russell
Abstract/Description: The traditional approach to building Bayesian networks is to build the graphical structure using a graphical editor and then add probabilities using a separate spreadsheet for each node. This can make it difficult for a design team to get an impression of the total evidence provided by an assessment, especially if the Bayesian network is split into many fragments to make it more manageable. Using the design patterns commonly used to build Bayesian networks for educational assessments, the...
Show moreThe traditional approach to building Bayesian networks is to build the graphical structure using a graphical editor and then add probabilities using a separate spreadsheet for each node. This can make it difficult for a design team to get an impression of the total evidence provided by an assessment, especially if the Bayesian network is split into many fragments to make it more manageable. Using the design patterns commonly used to build Bayesian networks for educational assessments, the collection of networks necessary can be specified using two matrixes. An inverse covariance matrix among the proficiency variables (the variables which are the target of interest) specifies the graphical structure and relation strength of the proficiency model. A Q-matrix — an incidence matrix whose rows represent observable outcomes from assessment tasks and whose columns represent proficiency variables — provides the graphical structure of the evidence models (graph fragments linking proficiency variables to observable outcomes). The Q-matrix can be augmented to provide details of relationship strengths and provide a high level overview of the kind of evidence available in the assessment. The representation of the model using matrixes means that the bulk of the specification work can be done using a desktop spreadsheet program and does not require specialized software, facilitating collaboration with external experts. The design idea is illustrated with some examples from prior assessment design projects.
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Date Issued: 2007-01-01
Identifier: FSU_libsubv1_scholarship_submission_1472579811
Format: Citation

Title: "I Couldn't Help It!": Essays on Moral Responsibility and Alternative Possibilities.
Creator: Capes, Justin A., Mele, Alfred, Kelsay, John, Clarke, Randolph, McNaughton, David, Department of Philosophy, Florida State University
Abstract/Description: According to the Principle of Alternate Possibilities (PAP), a person is blameworthy for what he did only if he could have avoided doing it. This principle figures importantly in disputes about the relationship between determinism, divine foreknowledge, free will and moral responsibility, and has been the subject of considerable controversy for over forty years now. Proponents of the principle have devoted a good deal of energy and ingenuity to defending it against various objections....
Show moreAccording to the Principle of Alternate Possibilities (PAP), a person is blameworthy for what he did only if he could have avoided doing it. This principle figures importantly in disputes about the relationship between determinism, divine foreknowledge, free will and moral responsibility, and has been the subject of considerable controversy for over forty years now. Proponents of the principle have devoted a good deal of energy and ingenuity to defending it against various objections. Surprisingly, however, they have devoted comparatively little effort to developing positive arguments for it, and, with few exceptions, the arguments they have proposed have received little, if any, critical attention. My dissertation is intended to help fill this gap in the literature on PAP. There are three main arguments for PAP. I critically evaluate each of these arguments, arguing that they are all unsuccessful. Where, then, does that leave PAP? I suggest that, in the absence of any further compelling arguments for or against the principle, debate over it is likely to end in dialectical stalemate. I conclude by highlighting several implications of this suggestion for recent debates about the metaphysics of moral responsibility.
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Date Issued: 2011
Identifier: FSU_migr_etd-0083
Format: Thesis

Title: "I don't want to grow up, I'm a [Gen X, Y, Me] kid": Increasing maturity fears across the decades..
Creator: Smith, April R, Bodell, Lindsay P, Holm-Denoma, Jill, Joiner, Thomas E, Gordon, Kathryn H, Perez, Marisol, Keel, Pamela K
Abstract/Description: The current studies examined the hypothesis that maturity fears are increasing among undergraduate men and women from the United States over time. Study 1 used a time-lag method to assess generational effects of maturity fears among a large sample (n = 3,291) of undergraduate men and women assessed in 1982, 1992, 2002, and 2012. Results revealed that both men and women reported significantly higher rates of maturity fears across time. Study 2 replicated these findings, and used a more...
Show moreThe current studies examined the hypothesis that maturity fears are increasing among undergraduate men and women from the United States over time. Study 1 used a time-lag method to assess generational effects of maturity fears among a large sample (n = 3,291) of undergraduate men and women assessed in 1982, 1992, 2002, and 2012. Results revealed that both men and women reported significantly higher rates of maturity fears across time. Study 2 replicated these findings, and used a more restricted time frame to more closely examine the rate of change. Undergraduate women (n = 554) were assessed in 2001, 2003, 2009, and 2012. Maturity fears were again found to increase from 2001 to 2012. Recent cohorts of emerging adults seem more reluctant to mature than previous cohorts. Many contributing factors may be at play, including challenging economic times, social pressures to remain youthful, and/or internal fears of assuming increased responsibility.
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Date Issued: 2017-11-01
Identifier: FSU_pmch_29225386, 10.1177/0165025416654302, PMC5718623, 29225386, 29225386
Format: Citation

Title: "I Have to Know Who I Am": An Africana Womanist Analysis of Afro-Brazilian Identity in the Literature of Miriam Alves, Esmeralda Ribeiro and Conceição Evaristo.
Creator: Gilliam, Doris Waddell, Sharpe, Peggy, Erndl, Kathleen, Poey, Delia, Galeano, Juan Carlos, Program in Interdisciplinary Humanities, Florida State University
Abstract/Description: ABSTRACT This dissertation explores black female identity in the literature of contemporary Afro-Brazilian writers Miriam Alves, Esmeralda Ribeiro, and Conceição Evaristo. The research approaches Alves poem "Estranho Indagar" (1983), Ribeiro's short fiction work "Ogun," and Evaristo's novel Ponciá Vicêncio utilizing Africana Womanist Theory. It situates Afro- Brazilian female writing within a global Africana Womanist paradigm and focuses on two of the theory's eighteen tenets,self-definer and...
Show moreABSTRACT This dissertation explores black female identity in the literature of contemporary Afro-Brazilian writers Miriam Alves, Esmeralda Ribeiro, and Conceição Evaristo. The research approaches Alves poem "Estranho Indagar" (1983), Ribeiro's short fiction work "Ogun," and Evaristo's novel Ponciá Vicêncio utilizing Africana Womanist Theory. It situates Afro- Brazilian female writing within a global Africana Womanist paradigm and focuses on two of the theory's eighteen tenets,self-definer and self-namer to explore the concept of black identity in Afro-Brazilian female writing. Chapter One reviews the socio-cultural origins of the challenges of black female identity. It also proposes Africana Womanism as a methodology for examining black female identity in Brazil. Chapter Two surveys literature on twentieth century Brazilian racial ideology, Afro-Brazilian history, and activism, as well as the marginalization of Afro- Brazilian women from Brazilian history and the literary canon. Chapter Three focuses on the mãe preta and mulata stereotypes as the root cause of black female invisibilization, lack of socio-economic progress, and stifling of black female identity. Moreover, it contrasts currently utilized feminist theories and argues for the use of Africana Womanism as an appropriate global perspective for understanding and analyzing the lives of Afro-Brazilian women. Chapter Four applies the Africana Womanist tenets of self-namer and self-definer to the works "Estranho Indagar", "Ogun," and Ponciá Vicêncio to investigate the relationship between self-naming, self-definition and Afro-Brazilian female identity. Chapter Five summarizes the previous chapters, offers findings from the study, and suggests avenues of new research for future Brazilian and Brazilianist scholars.
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Date Issued: 2013
Identifier: FSU_migr_etd-7641
Format: Thesis

Title: "I Kinda Just Messed with It": Investigating Students' Resources for Learning Digital Composing Technologies Outside of Class.
Creator: Keaton, Megan K., Neal, Michael R., McDowell, Stephen D., Yancey, Kathleen Blake, Fleckenstein, Kristie S., Florida State University, College of Arts and Sciences, Department of...
Show moreKeaton, Megan K., Neal, Michael R., McDowell, Stephen D., Yancey, Kathleen Blake, Fleckenstein, Kristie S., Florida State University, College of Arts and Sciences, Department of English
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Abstract/Description: This dissertation investigates the resources that students use to learn new digital technologies to complete course assignments. This work is particularly important in a time when teachers are assigning more multimodal projects. If students are using and learning digital technologies to complete our assignments, we might argue that we should teach our students how to use the specific technologies they would use for the assignment. Yet, teaching students specific technologies is complicated...
Show moreThis dissertation investigates the resources that students use to learn new digital technologies to complete course assignments. This work is particularly important in a time when teachers are assigning more multimodal projects. If students are using and learning digital technologies to complete our assignments, we might argue that we should teach our students how to use the specific technologies they would use for the assignment. Yet, teaching students specific technologies is complicated for several reasons, including limited time and resources, numerous and quickly obsolete software, different levels of expertise for students and teachers, and more. Because of these complications, students may benefit from spending less time with instruction in specific technologies and more time considering practices for learning new digital technologies. This dissertation works to discover practices that teachers can use in the classroom to help their students learn how to learn new digital technologies in order to compose multimodal texts. To do this, I investigate how students are already learning technologies outside of the classroom and use this investigation to identify possible pedagogical directions. To gain a broader understanding of the resources students are using, I surveyed five sections of an upper-level composition course in which students completed at least one digital assignment. Then, to gain a more nuanced and richer description of resource use, I interviewed three of these students. To analyze the data, I used a framework adapted from Jeanette R. Hill and Michael J. Hannafin's components for Resource-Based Learning (RBL). RBL is a pedagogical approach that aims to teach students how to learn and to produce students who are self-directed problem-solvers, able to work both collaboratively and individually. Though RBL is a pedagogical approach, I used its values and parameters as a lens for understanding students' use of resources. RBL (as the name suggests) puts emphasis on the resources students use to facilitate their learning. Given the wide variety of resources and the ways in which they can be used in the classroom, few scholars articulate precisely what RBL may look like more generally. Hill and Hannafin (2010), however, list four components among which RBL can vary: resources, tools, contexts, and scaffolds. In this study, resource is an umbrella term for the tools, contexts, and humans students may use to support their learning. Tools are the non-human objects that students use to learn new technologies. Humans are the people from whom students seek help. Contexts are the rhetorical situations (specifically the audiences and purposes for composing) surrounding the technological learning, the students' past technological experiences, and the physical locations in which students work. An important element of this study is to identify not only what resources students use, but also how they use their resources; scaffolds are how the resources are used. The scaffolds in this study are as follows: conceptual scaffolds – resources help students decide the order in which to complete tasks, understand the affordances and constraints of the technology, and learn the genre conventions of a given text; metacognitive scaffolds – resources help students tap into their prior knowledge; procedural scaffolds – resources provide students with step-by-step instructions for completing tasks or with definitions of vocabulary; and strategic scaffolds – resources encourage students to experiment in order to learn and solve problems they encounter while learning the technology. In addition to addressing what and how students use resources to learn to perform tasks with the technology, I also examined how students used resources to learn the specialized vocabulary of the technology and the technology's affordances and constraints. The study resulted in eight findings about the ways in which students are using resources. These findings were then used to identify three areas for possible strategies teachers might consider to help students use resources to learn new technologies: 1. Helping students effectively choose technologies, which includes assisting them in (a) using resources to identify technology options and learn about the affordances and constraints of the options and (b) using the affordances and constraints, their composing situations, and the available resources to choose the technology that best meets their needs. 2. Helping students effectively use templates, which includes aiding them in (a) using templates to learn about the genres in which they are composing, (b) selecting effective templates, and (c) altering the templates based on their rhetorical situations and preferences. 3. Helping students learn the technology's specialized vocabulary, which includes assisting them in (a) identifying familiar visual and linguistic vocabulary, (b) making educated guesses about unfamiliar vocabulary, and (c) using resources to learn unfamiliar vocabulary.
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Date Issued: 2017
Identifier: FSU_2017SP_Keaton_fsu_0071E_13707
Format: Thesis

Title: "I'm a Hustler" (or Used to Be): Creating Alternative Black Masculinities in Post-Civil Rights Era African American Hustler Narratives.
Creator: Garnes, Lamar J., Shinn, Christopher, Ashford, Tomeiko, Jones, Maxine, Department of English, Florida State University
Abstract/Description: This study concentrates on the misunderstood and maligned figure of the black hustler to re-assess the 1960s constructions of black masculinity as they inform the politics of race and class mobility in the United States during and after the Civil Rights period. Whereas critics such as David Dudley, Lawrence Goodheart, Patrick Daniel Moynihan, and Terri Hume Oliver, amongst others, have read the black street hustler in terms of psychopathology and criminality, I argue that Claude Brown,...
Show moreThis study concentrates on the misunderstood and maligned figure of the black hustler to re-assess the 1960s constructions of black masculinity as they inform the politics of race and class mobility in the United States during and after the Civil Rights period. Whereas critics such as David Dudley, Lawrence Goodheart, Patrick Daniel Moynihan, and Terri Hume Oliver, amongst others, have read the black street hustler in terms of psychopathology and criminality, I argue that Claude Brown, Malcolm X, and Iceberg Slim enlarge the urban and folkloric roots of the black hustler in order to critique the very foundations of American capitalism itself as well as to challenge the social norms of white middle-class masculinity by mimicking these concepts through hyperbolic performances, which negate both the supposed psychopathology and criminality associated with the black hustler. Although the hustler figure is nearly omnipresent in Claude Brown's Manchild in the Promised Land, Malcolm X's The Autobiography of Malcolm X, and Iceberg Slim's Pimp: The Story of My Life, these selected works tend to be read as autobiographies that rely on conventions of social realism, black nationalism, and/or confessional narratives, focusing exclusively on the negative aspects of the black hustler. Instead, this study claims that the selected texts should be privileged as hustler narratives, drawing attention to the function of the hustler as participating in a wider American tradition of upward class mobility. In the process, the black hustler hyperbolically emulates, criticizes, and rejects or restructures such concepts of individual 'rags-to-riches' capitalism and/or middle class respectability in order to achieve his own status and define his own terms for the construction of alternative black masculinities. Chapter One shows how Brown's Manchild in the Promised Land utilizes the presentation of the hustler to destabilize prevalent articulations of the North as Promised Land in migration narratives and rebuilds community through jazz musicianship and the male-centered community that it creates. Chapter Two posits the hustler in The Autobiography of Malcolm X as a developmental stage that articulates or reproduces itself on the streets, in prison, and within the Nation of Islam and leads Malcolm to an emerging Pan-Africanism through his reliance on, and questioning of, unstable male-centered communities. Chapter Three discusses Iceberg Slim's presentation of the hustler in Pimp: The Story of My Life by highlighting the critical similarities between the pimp and the standard managerial capitalist and reveals how false contrition gains him entry into middle-class status. The Epilogue discusses the work of Nathan McCall and the "strained position of the middle class" as seen through the black male figure, which speaks to the ineffectiveness and lack of functionality that traditional capitalist advancement offers for poor urban settings.
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Date Issued: 2005
Identifier: FSU_migr_etd-4356
Format: Thesis

Title: "I'm a Product of Everything I've Been Through": A Narrative Study of the Cultural Identity Construction of Bosnian Muslim Female Refugee Students.
Creator: Clark, Elizabeth Hoffman, Milligan, Jeffrey A., MacDonald, Victoria-Maria, Hasson, Deborah, Beach, King, Shargel, Emanuel, Department of Educational Leadership and Policy...
Show moreClark, Elizabeth Hoffman, Milligan, Jeffrey A., MacDonald, Victoria-Maria, Hasson, Deborah, Beach, King, Shargel, Emanuel, Department of Educational Leadership and Policy Studies, Florida State University
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Abstract/Description: Using Bourdieu's theory of social capital and cultural reproduction as a conceptual framework and narrative inquiry as a methodology, this study explores the role of schooling in the cultural identity development of adolescent females from Bosnian Muslim communities who entered the United States as refugees. The five participants live in a Southeastern city pseudonymously referred to as "Parksburg." Each woman arrived in the U.S. during elementary school years and was either in postsecondary...
Show moreUsing Bourdieu's theory of social capital and cultural reproduction as a conceptual framework and narrative inquiry as a methodology, this study explores the role of schooling in the cultural identity development of adolescent females from Bosnian Muslim communities who entered the United States as refugees. The five participants live in a Southeastern city pseudonymously referred to as "Parksburg." Each woman arrived in the U.S. during elementary school years and was either in postsecondary study or nearing high school graduation at the time of the study. The women's personal narratives reveal a common desire to develop bicultural competence in social as well as academic settings. The self-reported degree of success varied, as women who had chosen to socialize primarily within a peer group of other Bosnian refugee youth felt a stronger connection to their Bosnian language and identity as young adults; this cultural self-identification as Bosnian corresponded with a desire to follow Bosnian cultural practices, marry a Bosnian man and make frequent return visits to Bosnia as well as follow Muslim religious observances. Students whose social and academic realms at school included few other Bosnians were much more likely to have constructed cultural identities in which being American or international was primary and a Bosnian cultural heritage was secondary or one of several equal cultural influences. Race played an important role in cultural identity development, as all the students were aware of the pervasiveness of White privilege and the degree to which their adjustment was easier than that of other refugee and immigrant peers because of their "White" appearance. Most of the students felt relief from their ability to blend into mainstream White U.S. culture and placed a high value on being able to "pass" as non-immigrant White. This desire to blend in led to a conscious choice to downplay Bosnian language and Muslim religious heritage in school and social settings. The two students who had attended schools with a majority of African-American students constructed their racial identities in light of their social context in high school; they insisted to their classmates that they were Bosnian and therefore differentiated themselves from the White American students. This public self-identification as "European" rather than "White" extended to linguistic identity development, as one student adopted African-American Vernacular English as the exclusive form of English she used. Racial identity issues reflect many of Bourdieu's concepts including cultural reproduction, symbolic violence, and the social capital associated with race in contemporary U.S. culture. Narrative data also reveals the challenges of the multiple "uprootings" faced by many refugees who are forced to leave their home country for another country where they may live for several years only to be uprooted and resettled yet again in a third permanent country of residence. The concept of a refugee identity and other elements of cultural identity common to many refugees, such as ethnic conflict and the experience of war trauma, are also discussed. Analysis and interpretation also address a number of aspects of cultural identity development revealed as significant in the narrative data. These include the importance of self-selected cultural identity labels as well as the role of the homeland in the development of cultural identity. Ethnic, religious, and linguistic facets of identity are also addressed as portions of participant narrative illustrate the complexity of cultural identity development among these young women who differ in many ways yet share common struggles of developing bicultural or multiple cultural identities in the United States.
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Date Issued: 2007
Identifier: FSU_migr_etd-3595
Format: Thesis

Title: "I'm afraid! I hear rats!".
Abstract/Description: Second half of title is cut off.
Date Issued: 1850, 1900
Identifier: FSU_ARHHouse_1650
Format: Set of related objects

Title: "I'm sure Massa Brown will prefer my apple pies, And I'll not git fired fo' makin' goo goo eyes.".
Creator: B.L. Singley
Date Issued: 1903
Identifier: FSU_ARHHouse_1472
Format: Set of related objects

Title: "If an identity with n letters is to be true…".
Abstract/Description: Writing about mathematical identities and numbers in general; Back of FSUDirac_12_3_1_0018.
Identifier: FSUDirac_12_3_1_0017
Format: Image (JPEG2000)

Title: "If It Were Leaving? Would They Be Ready to Go?".
Creator: Benson, Laura Quayle
Date Issued: circa 1917-1919
Identifier: 79623, FSDT79623, fsu:6473
Format: Image (JPEG2000)

Title: "In a sleepier century": A Work for Chamber Orchestra and Dance.
Creator: Barzso, Isaac
Date Issued: 2018-11-15
Identifier: FSU_libsubv1_scholarship_submission_1544292189_ee27d901
Format: Thesis

Title: "In Jacksonville XMas 1919".
Creator: Benson, Laura Quayle
Date Issued: circa 1919
Identifier: 79606, FSDT79606, fsu:6457
Format: Image (JPEG2000)

Title: "Information Pleas!" (1951).
Creator: FSU School of Library Training and Service
Date Issued: Summer 1951
Identifier: 2707726, FSDT2707726, fsu:399
Format: Document (PDF)

Title: "Information Pleas!" (1954).
Creator: FSU Library School
Date Issued: Summer School 1954
Identifier: 2707723, FSDT2707723, fsu:397
Format: Document (PDF)

Title: THE "INNER GAME" APPROACH TO MOTOR SKILL LEARNING AND PERFORMANCE: AN INVESTIGATION INTO A SUGGESTED SUBCONSCIOUS MOTOR MECHANISM.
Creator: AUSTIN, JEFFREY STEWART., Florida State University
Abstract/Description: The "inner game" approach to skill acquisition and performance as presented by Gallwey was investigated in this study. His ideas were transposed into a working model which, in turn, formed the basis for all hypotheses in this study. Performance on an electronic video game was measured across two levels of "inner game" cueing, three levels of conscious attention blocking, and control, for both novice and advanced skill levels. A total of 120 subjects was utilized (72 male; 48 female). A...
Show moreThe "inner game" approach to skill acquisition and performance as presented by Gallwey was investigated in this study. His ideas were transposed into a working model which, in turn, formed the basis for all hypotheses in this study. Performance on an electronic video game was measured across two levels of "inner game" cueing, three levels of conscious attention blocking, and control, for both novice and advanced skill levels. A total of 120 subjects was utilized (72 male; 48 female). A preliminary test on the experimental apparatus (electronic video game) was used to determine skill level. Subjects were then assigned to groups (N = 10) by random stratification based on sex., Data in this study suggest that under certain dual processing conditions, learning and performance are facilitated. The cueing method advocated by Gallwey was effective in both the novice (learning) and advanced (performing) groups. However, all aspects of the working model are not supported in this study. Nevertheless, those groups that functioned with a secondary task designd to block conscious attention performed as well as control subjects., The approach presented by Gallwey, while in need of further exploration, may be considered a viable instructional strategy. The results are discussed in relation to previous findings reported in the motor learning literature.
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Date Issued: 1981, 1981
Identifier: AAI8201611, 3085091, FSDT3085091, fsu:74589
Format: Document (PDF)

Title: "Introduction" and "Memorial Day".
Date Issued: 1832, 1926
Identifier: FSU_MSS0204_B03_F05_15
Format: Set of related objects

Title: "Isn't It Awful?".
Creator: Benson, Laura Quayle
Date Issued: circa 1917-1919
Identifier: 79577, FSDT79577, fsu:6428
Format: Image (JPEG2000)

Title: "It's All about the Work": Production, Consumption, and Meaning Making at the Modern Farmers Market.
Creator: Lennon, Lindsey, Schrock, Douglas P., Broome, Jeffrey L. (Jeffrey Lynn), Reynolds, John K., Ramirez, Hernan, Florida State University, College of Social Sciences and Public...
Show moreLennon, Lindsey, Schrock, Douglas P., Broome, Jeffrey L. (Jeffrey Lynn), Reynolds, John K., Ramirez, Hernan, Florida State University, College of Social Sciences and Public Policy, Department of Sociology
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Abstract/Description: Farmers markets surged in popularity in the United States over the past two decades. The negative consequences of large-scale, industrialized agriculture and changing consumer interests together stimulated this drive towards alternative farming practices and local, direct-from-producer foods. As a result, farmers markets created the opportunity for new, small-scale producers to enter the marketplace and make a living off the land. The need persists to explore the social aspects of this food...
Show moreFarmers markets surged in popularity in the United States over the past two decades. The negative consequences of large-scale, industrialized agriculture and changing consumer interests together stimulated this drive towards alternative farming practices and local, direct-from-producer foods. As a result, farmers markets created the opportunity for new, small-scale producers to enter the marketplace and make a living off the land. The need persists to explore the social aspects of this food phenomenon from the perspective of the farmer. Using in-depth interviews with farmers and fieldwork at several farmers markets, I examine how producers became and remained vendors at farmers markets. In the first empirical analysis (Chapter 4), I use farmers' retrospective accounts to outline the ways farming was discovered and the indirect and lengthy process of becoming a farmers market vendor. Along with market opportunity, I find that this process was dependent on a combination of social support, personal determination and unforeseeable life circumstances. In my second analysis (Chapter 5), I use a combination of interviews, fieldwork, and personal experience as a farmer and vendor to explore the spoken and unspoken requirement for farmers to create an "authentic" farmers market. Farmers' success at the market depended on their ability to create this authentic experience. I find that farmers used strictly enforced market rules and carefully crafted product displays, personal presentations, and social interactions to meet customers' expectations of legitimate farmers and an authentic farmers market. Additionally, I show how these expectations and presentations directly contrasted with the realities of life on the farm. Overall, my research shows how socialized perceptions of farming determined farmers' willingness to adopt the occupation. Once in, farmers sustained their place at the market by meeting customers' expectations and standards of authenticity. Often times this meant farmers had to cover and hide the ugly aspects of their work. These findings show that expectations, meanings, and the social interactions that create and maintain them are import factors to consider in research connecting food production and consumption.
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Date Issued: 2016
Identifier: FSU_2016SP_Lennon_fsu_0071E_13152
Format: Thesis

Title: "It's Not Gay if They Don't Touch": Challenging Heteronormative Empire and Countering the 'Closeting of History' Through Art.
Creator: Steel, Isabella, Department of Art
Abstract/Description: My project revolves around the "closeting of history", which is the phenomenon in which evidence that suggests gay or bisexual behavior is omitted from the narratives of important historical figures, thus allowing them to be imagined as heterosexual by future generations (and depriving young people of gay and bisexual icons). I wanted to create artwork that counters this phenomenon, by placing historical figures and popular characters in situations that complicate their sexuality, removing...
Show moreMy project revolves around the "closeting of history", which is the phenomenon in which evidence that suggests gay or bisexual behavior is omitted from the narratives of important historical figures, thus allowing them to be imagined as heterosexual by future generations (and depriving young people of gay and bisexual icons). I wanted to create artwork that counters this phenomenon, by placing historical figures and popular characters in situations that complicate their sexuality, removing them from the heterosexual narrative that they have been confined to. I first began to explore this concept with a series of drawings of several American presidents as drag queens, complete with drag names, such as Abraham "Babe" Lincoln. I want these and other art pieces of mine to challenge the idea of "normativity" as applied to sexuality by re-appropriating iconic figures such as presidents, who have been symbols of heterosexual masculinity and success, as tools for showing sexuality as a performance—something that is fluid rather than compartmentalized. I want key works to simultaneously tackle the discomfort associated with excessive femininity, particularly when that femininity is applied to powerful individuals, and to negate the idea of the effeminate as weak. My artwork consists primarily of colorful and playful drawings and paintings, inspired by the camp aesthetic and sense of humor. At the end of the day, I just want to confront people with fun images of gay male sexuality, so that they might question what it is about it that makes them uncomfortable, and whether their discomfort is truly warranted.
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Date Issued: 2013
Identifier: FSU_migr_undergradresearch-0003
Format: Citation

Title: "It's Not My Imagination, I've Got a Gun on My Back!": Style and Sound in Early American Hardcore Punk, 1978-1983.
Creator: Easley, David B., Clendinning, Jane Piper, Gunderson, Frank, Kraus, Joseph, Shaftel, Matthew, College of Music, Florida State University
Abstract/Description: Despite being the focus of studies in fields such as ethnomusicology, cultural studies, philosophy, and history, punk rock—and American hardcore punk rock in particular—has yet to fall under the analytical gaze of music theorists. In this dissertation I aim to fill this gap by examining some typical stylistic practices in hardcore punk, a repertoire described as aggressive, reflecting energy and intensity, and driven by an impulse toward brevity of song forms. In order to capture these...
Show moreDespite being the focus of studies in fields such as ethnomusicology, cultural studies, philosophy, and history, punk rock—and American hardcore punk rock in particular—has yet to fall under the analytical gaze of music theorists. In this dissertation I aim to fill this gap by examining some typical stylistic practices in hardcore punk, a repertoire described as aggressive, reflecting energy and intensity, and driven by an impulse toward brevity of song forms. In order to capture these elements, I examine instrument-specific items, such as drum patterns and guitar/bass riffs, as well as how repetitions of these play into creating form. Further, as the primary texts of hardcore are recordings, I also delve into matters of recording attributes. I argue that each of these items is integral in defining hardcore as a musical genre. While the first incarnation of hardcore took place from the late-1970s to the mid-1980s and included a number of bands, I focus on early hardcore (roughly 1978–1983) and on four main bands: Black Flag, Bad Brains, Minor Threat, and the Dead Kennedys. I begin the dissertation by examining previous studies of hardcore music, of which there are very few. Following this, I briefly outline some of the main characteristics of the genre before presenting a history of each main band, via their discography. Chapter Two turns to the construction of drum patterns and what I call "riff schemes": patterns of physical motion on the guitar that form the basis of several types of riffs. Further, this type of kinesthetic focus also informs my examination of common melodic and harmonic features of hardcore riffs, as I engage these patterns on a guitar's fretboard. Chapter Three moves to larger aspects of form and addresses the components of individual formal sections, such as verses and choruses. Previous literature devoted to form in popular music supplies definitions, but many are too restrictive for application to hardcore; thus, I frame my own understandings by seeking out the main elements of each section—as identified by others—and shape them to reflect hardcore practice. Chapter Four examines recording attributes; in particular, I discuss the spatial aspects of recordings, with a brief foray into timbre. Recordings reflect several dimensions, including width (the placement and total spread of instruments on a horizontal plane); depth (the placement and total spread of instruments on a receding plane, as well as their placement in a performance environment); and height (the placement of instruments on a vertical plane, which measures high to low and is based upon frequency spectra). I address each attribute as it is reflected in hardcore before ending the chapter with a discussion of texture, specifically relating the creation of texture to these three dimensions. Chapter Five provides four in-depth analyses that address all of the previous musical elements examined in the dissertation, but also seeks to identify how certain metaphors of hardcore are signified in the music. While aggression is found in rhythmic and textural practices, energy and intensity are reflected in the construction of riffs, their deployment throughout a song, and the tempo at which they are performed. Brevity is present in all musical parameters, from formal constructions to recording attributes. The dissertation ends with a series of conclusions and prospects for future research.
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Date Issued: 2011
Identifier: FSU_migr_etd-0606
Format: Thesis

Title: "It's Really Overwhelming": Parent And Service Provider Perspectives Of Parents Aging Out Of Foster Care.
Creator: Radey, Melissa, Schelbe, Lisa, McWey, Lenore M., Holtrop, Kendal, Canto, Angela I.
Abstract/Description: Rates of pregnancy and parenthood among current and former foster youth are two to three times higher than non-foster youth peers. Repeat pregnancies among young mothers aging out of foster care also occur at higher rates than peers not involved with the child welfare system. Furthermore, mothers aging out of foster care demonstrate high levels of parenting stress and risk for child maltreatment. Indeed, this population is in significant need of help; however, beyond anecdotal evidence,...
Show moreRates of pregnancy and parenthood among current and former foster youth are two to three times higher than non-foster youth peers. Repeat pregnancies among young mothers aging out of foster care also occur at higher rates than peers not involved with the child welfare system. Furthermore, mothers aging out of foster care demonstrate high levels of parenting stress and risk for child maltreatment. Indeed, this population is in significant need of help; however, beyond anecdotal evidence, little is known about the needs and day-to day experiences of this population. In order to tailor interventions to meet the needs of parents aging out, the perspectives of stakeholders must be taken into account. Using qualitative data gathered from separate small group interviews with parents aging out and service providers, this study examined participants' perceptions of parents' daily experiences, strengths, and needs. Findings indicated that parents aging out face overwhelming adversity and stress with little outside financial, emotional, or parenting support from family or friends. Yet, parents also expressed motivation to be good parents, resilience, and the desire to gain effective parenting skills. Although similar themes arose among parent and provider interviews, perceptions differed. Parents expressed hope and optimism in providing for their children while providers expressed systemic failure in preparing parents for independent living. Based on these findings, we conclude that parenting interventions specific to parents aging out may need to address three fundamental and key components: basic needs, social support, and effective parenting techniques. Published by Elsevier Ltd.
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Date Issued: 2016-08
Identifier: FSU_libsubv1_wos_000381171100001, 10.1016/j.childyouth.2016.05.013
Format: Citation

Title: "It's True, It's True, It's True": Exploring the Relationship Between Memory, Cultural Violence, and Theatre.
Creator: Brownrigg, Bethany
Abstract/Description: In the fall of 2018, I was fortunate enough to witness a production of It’s True, It’s True, It’s True with my devising class during my semester abroad with the FSU Theatre Academy London. The documentary piece uses the original 400-year-old court transcripts as its primary source to depict the trial of Italian Baroque painter Artemisia Gentileschi as she accuses her tutor, Agostino Tassi, of rape. Throughout the performance, I found myself consistently (and automatically) making connections...
Show moreIn the fall of 2018, I was fortunate enough to witness a production of It’s True, It’s True, It’s True with my devising class during my semester abroad with the FSU Theatre Academy London. The documentary piece uses the original 400-year-old court transcripts as its primary source to depict the trial of Italian Baroque painter Artemisia Gentileschi as she accuses her tutor, Agostino Tassi, of rape. Throughout the performance, I found myself consistently (and automatically) making connections between this 1612 sexual assault case and the recognizable contemporary sexual assault cases that had been in surrounding discourse at the time, namely the hearing of supreme court nominee Brett Kavanaugh as accused by Dr. Christine Blasey Ford. The show itself reinforced these connections within the viewer by contrasting a Baroque subject matter against distinctly modern production choices. In this staging of juxtaposition, Breach Theatre’s production It’s True, It’s True It’s True uses an individual sexual assault case to create a microcosm that reflects the larger-scale treatment of women throughout history, from 17th century Italy to 21st century London. In the trial, Artemisia presents her paintings as evidence to the court; similarly, It’s True, It’s True It’s True is presented as yet another entry in the anthology of artistic evidence of chronicled violence against women. In contemporary culture, scrutiny of this systematic violence in relation to art has been embodied most notably in the form of the #MeToo movement. Victims of assault within the entertainment industry have stepped forward and shared their testimonies to varying degrees of consequence for both themselves and their perpetrators. On a personal level, my individual history as a student and artist at Florida State has been affected by sexual assault allegations and Title IX proceedings, both within the School of Theatre and on a university-wide scale. The status of artistic depictions of assault throughout history prompts the question: how much has changed for women in contemporary society? Realizing how rape culture has endured, I was challenged to add to this artistic body of evidence by directing my own staging of this show through an American collegiate female lens to address the presence of assault against women in my own university and explore the relationship between memory and cultural violence through performance.
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Date Issued: 2020-04-23
Identifier: FSU_libsubv1_scholarship_submission_1587758780_8aa7dadd
Format: Thesis

Title: "Jack".
Creator: Cooper, Jewell Genevieve
Date Issued: 3 October 1925
Identifier: 1925043, FSDT1925043, fsu:5383
Format: Image (JPEG2000)

Title: "Je Vis dans un Être Double" a Theory of Doubling in Charlotte Delbo's Texts.
Creator: Osborn, Virginia H., Cloonan, William J., Fulkerson, Laurel, Boutin, Aimée, Tarpley, James, Leushuis, Reinier, Department of Modern Languages and Linguistics, Florida State...
Show moreOsborn, Virginia H., Cloonan, William J., Fulkerson, Laurel, Boutin, Aimée, Tarpley, James, Leushuis, Reinier, Department of Modern Languages and Linguistics, Florida State University
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Abstract/Description: Most of the research on Charlotte Delbo has remained within the realm of Holocaust studies, and her writing, in particular, has been seen as a means of witnessing and preserving memory. Labeled solely as a "Holocaust survivor" and subsequently overshadowed by male writers of the Holocaust, Charlotte Delbo has not been adequately read and appreciated as a writer of the 20th century. Although her experiences in Auschwitz are one of the main subjects of her writing, I do not focus explicitly on...
Show moreMost of the research on Charlotte Delbo has remained within the realm of Holocaust studies, and her writing, in particular, has been seen as a means of witnessing and preserving memory. Labeled solely as a "Holocaust survivor" and subsequently overshadowed by male writers of the Holocaust, Charlotte Delbo has not been adequately read and appreciated as a writer of the 20th century. Although her experiences in Auschwitz are one of the main subjects of her writing, I do not focus explicitly on her experiences, but rather on the methods and literary devices that Delbo uses to (re)construct and articulate these experiences. Delbo breaks the traditional template that labels her as a survivor by using a combination of two or more literary genres, known in general as generic hybridity, to create a unique literary form that captures her struggles with the social and cultural demands of post-World War II France. My dissertation will attempt to convey salient aspects of this unique literary form which I will call doubling. In this study, I investigate the various ways that identity, narrative settings, literary characters, time frames, and narrative forms are doubled. Doubling, I believe, is a result of Delbo's gendered experience in the camps and in France after the war. Not only do we witness the experience of Delbo trying to maintain a unified self in the camps as the Nazis relentlessly strip away her humanity, but we also follow Delbo's experiences of trying to understand her own duality as she resettles back in France- homeless, jobless, and a widow. As a woman, writing about women, in a women's camp, Charlotte Delbo gives us a unique perspective, not yet explored, of what is was like for her and the 230 women in her convoy to experience, and for a few- to survive Auschwitz.
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Date Issued: 2011
Identifier: FSU_migr_etd-2383
Format: Thesis

Title: "Jesse - May".
Creator: Benson, Laura Quayle
Date Issued: circa 1917-1919
Identifier: 79601, FSDT79601, fsu:6452
Format: Image (JPEG2000)

Title: "Journalism and You" pamphlet.
Creator: FSU School of Journalism
Date Issued: 1954
Identifier: 2708036, FSDT2708036, fsu:428
Format: Document (PDF)

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