Thèses sur le sujet « Social sciences -> history -> regional american history »
Créez une référence correcte selon les styles APA, MLA, Chicago, Harvard et plusieurs autres
Consultez les 50 meilleures thèses pour votre recherche sur le sujet « Social sciences -> history -> regional american history ».
À côté de chaque source dans la liste de références il y a un bouton « Ajouter à la bibliographie ». Cliquez sur ce bouton, et nous générerons automatiquement la référence bibliographique pour la source choisie selon votre style de citation préféré : APA, MLA, Harvard, Vancouver, Chicago, etc.
Vous pouvez aussi télécharger le texte intégral de la publication scolaire au format pdf et consulter son résumé en ligne lorsque ces informations sont inclues dans les métadonnées.
Parcourez les thèses sur diverses disciplines et organisez correctement votre bibliographie.
Tolley, Rebecca. « Review of Fashion Fads through American History : Fitting Clothes into Context ». Digital Commons @ East Tennessee State University, 2016. https://dc.etsu.edu/etsu-works/5623.
Texte intégralBrown, Rebekah A. S. « The League of Women Voters, Social Change, and Civic Education in 1920's Ohio ». Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu155473074939274.
Texte intégralAronson, Shari Gay 1966. « La carpa : A descriptive model for teaching history through drama in education ». Thesis, The University of Arizona, 1995. http://hdl.handle.net/10150/278492.
Texte intégralHarrington, Kaysie Marie. « The American Studio Glass Movement : A Regional Study of its Birth in Northwest Ohio ». Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1542125173303787.
Texte intégralDe, Rouvray Cristel Anne. « Economists writing history : American and French experience in the mid 20th century ». Thesis, London School of Economics and Political Science (University of London), 2005. http://etheses.lse.ac.uk/36/.
Texte intégralSu, Christopher (Christopher Thomas). « An Ambitious Social Experiment : Education in Japanese-American Internment Camps, 1942-1945 by Christopher Su ». Thesis, Massachusetts Institute of Technology, 2011. http://hdl.handle.net/1721.1/65525.
Texte intégralPage 6 missing. Cataloged from PDF version of thesis.
Includes bibliographical references (p. 57-58).
Introduction: Alice Nakamura, a senior of the Class of 1943 at Rohwer Center High School in Arkansas, read these words at the conclusion to her graduation speech. Substantively, it sounds like any other reflection on self-identity by a second-generation immigrant. In reality, Alice's speech stands out because it was delivered from a school located behind barbed wire, where the United States government had detained her because of her Japanese ancestry. Between 1942 and 1945, the United States government removed more than 110,000 individuals of Japanese ancestry residing on the west coast to remote relocation centers located in the barren mountainous states of the American west. Deprived of their freedom, these internees found themselves faced with the challenge of carrying on their everyday lives while surrounded by barbed wire. Parents concerned about the educational prospects of their children pushed for the development of primary and secondary schools, which the administrations provided. Adults seeking to occupy their time after work and alleviate boredom initiated education programs taught by internees who possessed relevant technical abilities and academic credentials. Despite the limited freedom and control the internees had over their squalid living conditions, educational programs emerged as one area in which they were able to establish a voice for themselves and collaborate with camp authorities. Due to the wartime shortage of teachers, many young Japanese teachers staffed the primary and secondary schools. The internees completely ran the Adult Education program with only perfunctory oversight from the camp administrations. In return for this degree of autonomy, the WRA requested the establishment of Americanization classes in all levels of camp schooling. These classes focused on the dissemination of American values and preparation for life after the war. Internees had mixed reactions to these government-mandated requirements but many valuable lessons came out of these classes. Primary and secondary students had an intensely personal experience learning about democracy inside barbed wire. As these students went on to attend colleges and find jobs after internment, they took these experiences with them and crafted new and deeply personal definitions of being an American citizen. The Adult Education programs gave internees English skills and new cultural knowledge that they used in their post-war communities and to communicate with their own children. Despite the horrid conditions that the Japanese experienced in the internment camps, the education program created relatively positive interactions between the internees and the camp authorities. Although suffering from supply shortages and a high variance in teaching quality, the educational programs challenged internees to think about democracy and what it means to live in America. Japanese internees provided staffing for these programs and worked with the camp administrators to implementing the curriculums, which allowed a degree of self-governance, an uneasy feat in government-controlled wartime internment centers. The Japanese-American internment process began on February 19, 1942, when President Franklin D. Roosevelt signed Executive Order 9066, authorizing the military to create special areas within the United States from which "any and all" persons may be excluded. The exclusion order applied to both citizens and aliens, meaning that the government intended to remove both Japanese immigrants and Japanese Americans. The former are issei, a term meaning "first-generation" in Japanese, and the latter are nisei, "second-generation." Throughout the internment process, more than 110,000 individuals of Japanese-ancestry were excluded from the zones of exclusion, often forced to sell their belongings, and relocated to barren camps established in the interior of the United States. The internment process had no pretenses of kindness - following Pearl Harbor, propaganda posters depicting Japanese as apes and other savage animals were widely distributed, and racist sentiments were openly published and distributed through the press. A selection from a San Francisco newspaper derided the Japanese during the onset of the internment process: "Herd 'em up, pack 'em off and give 'em the inside room in the badlands. [...] Let us have no patience with the enemy or with anyone whose veins carry his blood [...] I hate the Japanese." A propaganda poster distributed in 1943 titled, "How to Spot a Jap," described a Japanese as having "buck teeth" and being unable to smile because he "expect[s] to be shot...and is very unhappy about the whole thing." Even Americans from the interior expressed hostility. ...
S.B.
Croley, Pamela. « American Reeducation of German POWs, 1943-1946 ». Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2233.
Texte intégralDuff, Meaghan N. « Designing Carolina : The construction of an early American social and geographical landscape, 1670-1719 ». W&M ScholarWorks, 1998. https://scholarworks.wm.edu/etd/1539623927.
Texte intégralRobbins, Timothy David. « Walt Whitman and the making of the American sociological imagination, 1870-1940 ». Diss., University of Iowa, 2015. https://ir.uiowa.edu/etd/6490.
Texte intégralLloyd, Paulette D. « An empirical test of theories of world divisions and globalization processes an international and comparative regional perspective / ». Diss., Restricted to subscribing institutions, 2005. http://proquest.umi.com/pqdweb?did=954000191&sid=1&Fmt=2&clientId=1564&RQT=309&VName=PQD.
Texte intégralTrembanis, Sarah L. « "They opened the door too late" : African Americans and baseball, 1900-1947 ». W&M ScholarWorks, 2006. https://scholarworks.wm.edu/etd/1539623506.
Texte intégralMastromarino, Mark A. « Fair visions : Elkanah Watson (1758--1842) and the modern American agricultural fair ». W&M ScholarWorks, 2002. https://scholarworks.wm.edu/etd/1539623398.
Texte intégralParrish, Donna North. « An American History Curriculum for Eighth Grade Gifted Students ». UNF Digital Commons, 1987. http://digitalcommons.unf.edu/etd/675.
Texte intégralBurgess, Debra. « "Closer Connections : A Regional Study of Secular and Sectarian Orphanages and Their Response to Progressive Era Child-Saving Reforms, 1880-1930" ». University of Cincinnati / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=ucin1593266725885054.
Texte intégralVeder, Robin. « How gardening pays : Leisure, labor and luxury in nineteenth-century transatlantic culture ». W&M ScholarWorks, 2000. https://scholarworks.wm.edu/etd/1539623995.
Texte intégralHartsell, Taralynn 1967. « Meso-American media : Implications about student attitude ». Diss., The University of Arizona, 1996. http://hdl.handle.net/10150/290614.
Texte intégralStuck, Kenneth Edward. « Social Stratification in York County, Virginia, 1860-1919 : A Study of Whites and African-Americans on the Lands of the Yorktown Naval Weapons Station ». W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539625955.
Texte intégralDietzler, Karl Matthew 1970. « Pattern on National Forest Lands : Cultural Landscape History as Evidenced Through the Development of Campgrounds in the Pacific Northwest ». Thesis, University of Oregon, 2011. http://hdl.handle.net/1794/11985.
Texte intégralHistoric campgrounds on National Forest Service lands are a key location where the public experiences the intersection of natural and cultural resources. In the Pacific Northwest Region, the majority of historic Forest Service campgrounds date from the Civilian Conservation Corps/New Deal era of the 1930s; however, some existed previous to this period. Overall, these campgrounds were envisioned, designed, and evolved in an era of rapid technological change, when increasing industrialization, urbanization, and rural accessibility facilitated a cultural need for both preservation of and accessibility to natural resources. In order to understand how these campgrounds evolved over time, existing campground conditions were documented using a case-study approach, based on historic integrity, range of geographic accessibility, and historical data availability. In order to understand what changes have occurred over time, existing and historic conditions were compared. Based on the results, broad cultural landscape stewardship recommendations are made.
Committee in charge: Robert Z. Melnick, FASLA Chairperson; Donald Peting, Member
Knapp, Kathryn Anderson. « "True to me"| Case studies of five middle school students' experiences with official and unofficial versions of history in a social studies classroom ». Thesis, Kent State University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3618880.
Texte intégralThis qualitative study addressed the problem of students' lack of trust of and interest in U.S. history and focused on students' experiences with official and unofficial versions of history in the middle school social studies classroom. A collective case study of five African American students was conducted in an eighth grade classroom at Carroll Academy, a public, urban charter school in Ohio. Interviews, questionnaires, observations, artifacts, and logs were collected and analyzed with a critical, interpretivist lens.
The findings included: (a) the students were suspicious of the official historical story in the form of their textbook and teacher; (b) they shared similar rationales for the perceived motivations behind the dishonest accounts in their textbooks, and the rationales changed in similar ways throughout the course of the project; (c) although they had limited experience with unofficial history before the project, they preferred to use unofficial historical sources with the condition that one eventually corroborates accounts with official sources; (d) the experience of studying family histories created race-related instances of contradiction between unofficial and official accounts in the classroom, and (e) students developed productive forms of resistance to the grand narrative in U.S. history by the end of the study.
The findings of the study offer implications for teachers of social studies. By using family history projects, teachers can engage students while helping them learn critical and historical thinking skills. They can provide a more inclusive social studies curriculum and can better understand their students' backgrounds and historical knowledge.
Rohrdanz, Jessica Lynn. « Superheroes for a Superpower : Batman, Spider-Man and the Quest for an American Identity ». Connect to resource online, 2009. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1242442545.
Texte intégralSmith, Alicia Jean. « A historical analysis of blackface in the media and its effects on contemporary African American stereotypes ». Scholarly Commons, 2004. https://scholarlycommons.pacific.edu/uop_etds/2735.
Texte intégralLindberg, Miryam. « Conflict Analysis of Economic Perceptions and Misperceptions in the United States ». NSUWorks, 2016. http://nsuworks.nova.edu/shss_dcar_etd/52.
Texte intégralEmbrey, Monica. « A Place Like This : An Environmental Justice History of the Owens Valley - Water in Indigenous, Colonial, and Manzanar Stories ». Scholarship @ Claremont, 2009. http://scholarship.claremont.edu/pomona_theses/72.
Texte intégralMcGrath, Timothy Stephen. « Behaving Like Animals : Human Cruelty, Animal Suffering, and American Culture, 1900-present ». Thesis, Harvard University, 2013. http://dissertations.umi.com/gsas.harvard:11027.
Texte intégralCollins, Lindsey Ellison. « Post-Revolutionary Mexican Education in Durango and Jalisco : Regional Differences, Cultures of Violence, Teaching, and Folk Catholicism ». PDXScholar, 2015. https://pdxscholar.library.pdx.edu/open_access_etds/2722.
Texte intégralTaylor, Jessica L. « Through the Eyes of the Post : American Media Coverage of the Armenian Genocide ». Digital Commons @ East Tennessee State University, 2009. https://dc.etsu.edu/etd/1862.
Texte intégralBlack, Victoria Lynn. « Taking care of baby : Chilean state-making, international relationsand the gendered body politic, 1912-1970 ». Diss., The University of Arizona, 2002. http://hdl.handle.net/10150/289843.
Texte intégralMiracle, Amanda Lea. « Rape and Infanticide in Maryland, 1634-1689 : Gender and Class in the Courtroom Contestation of Patriarchy on the Edge of the English Atlantic ». Bowling Green, Ohio : Bowling Green State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=bgsu1213732534.
Texte intégralPetronelli, Barbara Elizabeth. « “TO SECURE LITERARY CULTURE AND PROMOTE A SOCIAL FEELING”:RURAL OHIO CLUBWOMEN AS STEWARDS OF LOCAL LITERACY PRACTICE,1915 ». Kent State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=kent1544379283827385.
Texte intégralSalyers, Joshua. « A Community of Modern Nations : The Mexican Herald at the Height of the Porfiriato 1895-1910 ». Digital Commons @ East Tennessee State University, 2011. https://dc.etsu.edu/etd/1291.
Texte intégralLyons, Renee' C. « Contribution as Method : A Book Talk for Foreign-Born American Patriots : Sixteen Volunteer Leaders in the Revolutionary War ». Digital Commons@Georgia Southern, 2014. https://digitalcommons.georgiasouthern.edu/cssc/2014/2014/10.
Texte intégralFrench-Hodson, Ruth Anne. « The paradox of the American state : public-private partnerships in American state-building ». Thesis, University of Oxford, 2013. http://ora.ox.ac.uk/objects/uuid:b6729fb6-4d5e-4e90-abe9-4b384f9f2402.
Texte intégralPagano, Jennifer Hoolhorst. « The evolution of Sunset Magazine's cooking department : The accommodation of men's and women's cooking in the 1930s ». Scholarly Commons, 2019. https://scholarlycommons.pacific.edu/uop_etds/3575.
Texte intégralSagewalker, Alex C. « Inverts, variants, and deviates West Coast lesbians of the forties and fifties ». Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2330.
Texte intégralChew, Laureen. « Chinese American images in selected children's fiction for kindergarten through sixth grade ». Scholarly Commons, 1986. https://scholarlycommons.pacific.edu/uop_etds/2131.
Texte intégralMorton, Donald. « President Reagan's Rhetorical War Against Nicaraugua, 1981-1987 ». TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2669.
Texte intégralBurton, Leah Michelle. « Influencing Capitalist Attitudes to Drive More Capital Towards Social Good ». Antioch University / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1627048054529815.
Texte intégralTala, Diaz Denise. « Living Through the Chilean Coup d’Etat : The Second-Generation’s Reflection on Their Sense of Agency, Civic Engagement and Democracy ». Antioch University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=antioch159302076798197.
Texte intégralHaws, Catherine Bourg. « Remembering Vietnam War Veterans : Interpreting History Through New Orleans Monuments and Memorials ». ScholarWorks@UNO, 2015. http://scholarworks.uno.edu/td/2081.
Texte intégralGoldberger, Stephanie. « Mexican-Americans in Los Angeles : Strengthening Their Ethnic Identity Through Chivas USA ». Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/cmc_theses/307.
Texte intégralLouckx, Audrey. « Empowering voices : testimonial literature and social justice in contemporary American culture ». Doctoral thesis, Universite Libre de Bruxelles, 2014. http://hdl.handle.net/2013/ULB-DIPOT:oai:dipot.ulb.ac.be:2013/209257.
Texte intégralThe purpose of this dissertation is to propose a theoretical model for the subgenre of testimonials of social empowerment. With the concept of empowerment as groundwork, the model develops a textual approach framed in a psychosocial structure. I argue that testimonials may be described as examples of Jürgen Habermas’s communicative action. As speech acts aimed at reaching understanding, testimonials capitalize both on the binding and bonding aspects of illocutionary force in the hope to secure with their audience an ongoing dialogue over issues of social justice. The volumes, as unofficial public spheres, mobilize the normative and practical dynamics at work in social movements. These dynamics express as two narrative guiding threads: an aesthetic based on impact, and an ethics based on responsibility. The texts’ aesthetic develops a form of perlocutionary realism instantiating a sense of authenticity and sincerity embodied in the narrators’ voices. The resulting impact is coupled to moral concerns based on a polysemic understanding of social responsibility, on which narrators seek to build their narratives’ ethical potential. A series of case studies allowed to demonstrate that both narrative threads are realized as an appropriation of four paradigmatic forms of rhetorical ethos, each based on a specific realm of the social world: intimacy, justice, spirituality and activism.
Doctorat en Langues et lettres
info:eu-repo/semantics/nonPublished
Schafer, Patricia A. « Experiences of Prejudice Among Individuals in African American and Caucasian Interracial Marriages : A Q-Methodological Study ». [Kent, Ohio] : Kent State University, 2008. http://rave.ohiolink.edu/etdc/view?acc%5Fnum=kent1227230458.
Texte intégralTitle from PDF t.p. (viewed Jan. 5, 2010). Advisor: Cynthia Osborn. Keywords: interracial marriage, African American and Caucasian interracial marriage, multicultural marriages, Q methodology, prejudice, black and white marriages, miscegenation, anti-miscegenation, perceptions of interracial marriages, Black studies, Black history. Includes bibliographical references (p. 269-286).
Kinser, Jonathan A. « Beneath the Smoke of the Flaming Circle : Extinguishing the Fiery Cross of the 1920s Klan in the North ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=case1491564321579784.
Texte intégralHaile, Yohannes. « Sustainable Value And Eco-Communal Management : Systemic Measures For The Outcome Of Renewable Energy Businesses In Developing, Emerging, And Developed Economies ». Case Western Reserve University School of Graduate Studies / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=case1459369970.
Texte intégralBound, Mark George. « Nation-State Personality Theory : A Qualitative Comparative Historical Analysis of Russian Behavior, during Social/Political Transition ». NSUWorks, 2015. http://nsuworks.nova.edu/shss_dcar_etd/33.
Texte intégralTolliver, Joan Lee. « Veteran Reintegration ». Wright State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=wright1591382620327355.
Texte intégralDuran, Samson. « Des géométries étatsuniennes à partir de l'étude de l'American Mathematical Society : 1888-1920 ». Thesis, Université Paris-Saclay (ComUE), 2019. http://www.theses.fr/2019SACLS207.
Texte intégralIn 1888, three students created a mathematical society in New York City. Six years later, this society became national and took the name of the American Mathematical Society (AMS). In 1920, it counted thousands of members, published many articles and reviews, and organized mathematical meetings on a regular basis all over the country. Based on the study of publications from the AMS journals until 1920, this dissertation aims at retracing a social history of Geometry, by answering two main questions: how were geometrical activities related to the AMS organized and distributed and how was geometrical knowledge transferred from or to the USA? After determining what the category of Geometry meant for the editors of various catalogues of mathematical publications, I will analyze the lessons given and received by some members of the AMS, the reviews published in its Bulletin and the mathematical meetings held by the society. The descriptions of the geometrical activities organized by the AMS, as well as the context in which they took place, will thus help us draw a cartography of Geometry. We will see that it can be defined in several ways from both an academic and a sociological perspective. I will also identify the dominant people in Geometry within the Society. More precisely, we will see who were the power holders, whether this power was scientific or institutional, according to the different forms it could take within the AMS. Among the people thus identified, I will particularly focus on three of them (V. Snyder, L. P. Eisenhart and E. J. Wilczynski). This will allow us to treat the two key questions at an individual scale rather than at the previous institutional one. V. Snyder and L. P. Eisenhart’s cases will provide us with the opportunity of studying what non-American mathematical results were taken into account and used in their works while E. J. Wilczynski’s will allow us to understand how his research was spread abroad
Smith, Leonie C. R. « THE INFLUENCE OF RESOURCE LOSS, SOCIAL SUPPORT, AND SELF ESTEEM ON THE SEXUAL RISK BEHAVIORS OF LOW INCOME URBAN AFRICAN AMERICAN WOMEN WITH HISTORIES OF ABUSE ». Kent State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=kent1304362805.
Texte intégralBargagliotti, Vicki Marie. « Content analysis of visual manipulation" and metaphors used in national news magazines during the 1996 presidential elections ». Scholarly Commons, 1998. https://scholarlycommons.pacific.edu/uop_etds/2342.
Texte intégralEdmundson, Joshua R. « THE ONE EXHIBITION THE ROOTS OF THE LGBT EQUALITY MOVEMENT ONE MAGAZINE & ; THE FIRST GAY SUPREME COURT CASE IN U.S. HISTORY 1943-1958 ». CSUSB ScholarWorks, 2016. https://scholarworks.lib.csusb.edu/etd/399.
Texte intégral