2007 MU dissertations - Access restricted to MU
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Item Famous last words(University of Missouri--Columbia, 2007) Pierce, Catherine, 1978-; McMahon, Lynne[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This dissertation consists of a book-length collection of poems entitled Famous Last Words and a critical essay examining the development of an "American voice" in 20th century poetry, particularly the ways that this voice allowed its writers to access and represent parts of American life hitherto unexamined in verse. The poems in the collection work to engage with the contemporary mythology that romanticizes and subsequently distorts American regions (the West) and concepts (small-town life, the countryside). One of the central goals of the manuscript is to explore the disconnect between the American landscape and our perceptions of it, as well as the ways that the mythologies that we have created shape and wield power over our lives. The collection is comprised of three sections, each of which explores ideas of mortality alongside these examinations of America. The first section is a series of love poems written to abstractions and other non-human entities (such as fear, longing, sinister moments, and doo-wop). The second section consists of lyrics addressing ideas of aging and loss, often through the lens of an America both romanticized and critiqued. The final section draws imaginatively from the last words of historical and cultural figures.Item Power and negotiation in safety program development in a research university(University of Missouri--Columbia, 2007) Mattox, Brent Scott; Donaldson, Joseph Fetzer[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The research on power and negotiation in program planning has concentrated on the effects that interests have on planning. With the exception of Umble, Cervero, and Langone (2001), who briefly discussed the effects of societal and organizational pressures on power relationships, only limited attention has been given to outside influences on traditional power relationships within program planning. Hall (1997) has suggested that meta-power may alter normal power relationships and planning outcomes across space and time. This case study explored the decision making processes and outside influences on the development of a laboratory safety training program at a research university (very high research activity). More specifically, this study examined what ways meta-power and meta-negotiation (Elgstrom and Riis, 1992) are associated with the planning of a laboratory safety training program. Results found metanegotiations about power relationships affected who was seated at the planning table. Metanegotiations about conceptual frame factors over course purpose were affected by discussions about time, identified as a material frame factor by the research. Meta-power and metanegotiation were found to limit or restrict each other. Meta-power restricted meta-negotiation by making regulations non-negotiable, meta-power shifted power to strategic agencies within the institution, and meta-negotiations about material frame factors limited the influence of metapower. The research suggests that planners should be aware of the influence that outside, distal organizations have on program planning through the exercise of meta-power.Item An examination of school leader's perceptions of the impact of HIV/AIDS on selected primary schools in Zimbabwe(University of Missouri--Columbia, 2007) Kanonuhwa, Violet; Placier, Peggy[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] Because the HIV/AIDS pandemic continues to have a profound impact on Africa, this study seeks to understand Zimbabwe primary school leaders' perspectives on the impact of HIV/AIDS on the everyday operations of their schools, and on their leadership roles and practices. The study utilized a mixed methods design to examine the perceptions of primary school heads in Zimbabwe regarding HIV/AID education practices at the local level in 2000. The study was both quantitative and qualitative in nature, investigating school leaders' perceptions regarding HIV/AIDS program by utilizing both a questionnaire and interviews. In addition, the study included examination of national data and policies on HIV/AIDS education. The theoretical framework of the study derives from three bodies of literature: education in Zimbabwe, moral and ethical frameworks, and AIDS education for primary age children. Findings. The survey revealed differences between rural and urban school heads that reflected their local community situation. School leaders in Zimbabwe agree that HIV/AIDS was having an impact on the operation of their local schools. Political history, economic conditions, cultural values and norms have an influence on the types of HIV/AIDS programs promoted and implemented in Zimbabwe. The majority of the rural area leaders did not feel confident about their understanding of the recommended HIV/AIDS education and stressed that their community lack the resources needed to assist with the AIDS orphans crisis. But both urban and rural school leaders stated the need of involving local citizens need to be active participants in the design,implementation, and assessment of the HIV/AIDS. Implications. While it was difficult to conduct further field research at this time due to the country's political and economical instability, the researcher's recent visits to the country, as well as new studies and data, show that the situation is even more desperate today than we the research was originally conducted. A study needs to look at how school leaders can collaborate with already existing communitybased organizations to design programs that reflect the cultures, traditions, and communities in which they exist by utilizing local citizens and come up with effective responses to HIV/AIDS.Item Middle school restructuring and renewal in one Missouri school district from the perspective of a district administrator(University of Missouri--Columbia, 2007) Karr, Marla Jill; Grogan, Margaret, 1952-[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] The purpose of this study was to understand the progress made toward the vision articulated by an improvement team which was developed by students, staff, administrators, school board members, and community members. Stakeholders were aware they would be responsible for tracking the implemented improvement plans and results. The reflection and status of the renewal process by building level leadership teams was a critical component in gauging the improvement of student performance as measured by district and state assessments. Data that supported this study included, but was not limited to, an initial survey, informal anecdotal notes, journals of reported daily activities and reflections, recorded observations of interaction among staff and students, personal conversations and other artifacts. The data was analyzed through meta-learning as it resulted in learning about the process of learning. The action research study was also informed by a comprehensive literature review and guided by data collected during this study. Although the actions produced moderate results regarding improved student achievement, it is speculated that it was due to the lack of trusting relationships among administrators and staff members. An action researcher inside the organization is difficult due to confidentiality and separating the role between researcher and administrator. The strength of this action research study was the meta-learning which took place by all engaged stakeholders.Item Why do people abstain from the European Parliament elections? : an empirical test of second order theory, 1979-1999(University of Missouri--Columbia, 2007) Kentmen, Cigdem, 1977-; Morrison, Minion K. C., 1946-[ACCESS RESTRICTED TO THE UNIVERSITY OF MISSOURI AT REQUEST OF AUTHOR.] This dissertation examines why people abstained from the European Parliament (EP) elections in the period of 1979-1999. Making use of second order theory, I argue that attitudes toward the EP and support for European integration will influence voter turnout. Further, I claim that the impact of the perceived image of the EP on turnout has changed between 1984 and 1999. I test these propositions using Eurobarometer Survey Series from 1979 to 1999. The results reveal that after controlling for the contextual variables and the attitudinal and socio-demographic factors, expectations about the first elected EP influenced turnout in the 1979. The perceived image of the EP also shaped the decision to turn out in the EP elections between 1984 and 1999. These findings also show that as the authoritative powers of the EP increased between 1984 and 1999, the perceived image of the EP had a greater impact on turnout. Finally, the results suggest that support for European unification mattered for voters. More specifically, Europhiles were more likely to vote in the EP elections between 1979 and 1999.