*:* – OATD

California State University – East Bay

1. Hardy, Theresa. Net-Media Composer: A Multimedia Graduate Thesis Project.

Degree: 2008, California State University – East Bay

► The Net-Media Composer is a unique art installation that dynamically extracts information from the web and lets users create multimedia artwork on an interactive table.… (more)

▼ The Net-Media Composer is a unique art installation that dynamically extracts information from the web and lets users create multimedia artwork on an interactive table. This multimedia project demonstrates the effect that technology advancements have had on global connectivity, art, and communication. Art, as we once knew it, is being transformed by this digital age into an interactive experience. People's paradigms are being transformed into expecting this dynamic, interactive, multimedia experience in their communications. This digital transformation is the focal point for everyone from educators, to salesmen to media moguls who recognize the value of the "attention economy" on the web. We live in a connected environment. Technology has reduced the distance from San Francisco to Seoul into milliseconds. This new age of global connectivity has a profound effect on culture. The country specific content searches in Net-Media Composer and the user ranking of information around the world offer an opportunity to see how information technology is impacting diversity. The ubiquitous web and the advances in easy-to-use tools for non-programmers have opened up entirely new forms of communication with online communities, blogs, and a huge variety of user contributed content sites. As a result, various digital art forms are being created, transferred, and modified on the web constantly. The rapid movement and transformation of digital art forms demonstrates this evolving entity and a selfperpetuating momentum. By the nature of this user contributed content, the web has developed an organic structure that appears life-like. We are creating art by using available art from others. This process represents the huge growth of open source philosophy in several areas of software development. We don?t own this web-based art form. Net-Media Composer fits into this new age understanding of information ownership somewhere between mashups, generative art and specialized portals of information. We recognize the Digital Millennium Copyright Act as an incremental change and not the final position on ownership. Our study of multimedia culture and technology started with the following thesis question and generated a highly interactive art installation. Can an interactive, art installation such as the Net-Media Composer be used as an observation tool to witness the self-perpetuating behavior of digital art creation on the web? Advisors/Committee Members: (advisor).

Subjects/Keywords: art installation; digital art

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APA (6^th Edition):

Hardy, T. (2008). Net-Media Composer: A Multimedia Graduate Thesis Project. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/3

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Hardy, Theresa. “Net-Media Composer: A Multimedia Graduate Thesis Project.” 2008. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/3.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Hardy, Theresa. “Net-Media Composer: A Multimedia Graduate Thesis Project.” 2008. Web. 26 Jun 2017.

Vancouver:

Hardy T. Net-Media Composer: A Multimedia Graduate Thesis Project. [Internet] [Thesis]. California State University – East Bay; 2008. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/3.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Hardy T. Net-Media Composer: A Multimedia Graduate Thesis Project. [Thesis]. California State University – East Bay; 2008. Available from: http://hdl.handle.net/10211.5/3

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

2. Rodes, Donald Waller. The California Woman Suffrage Campaign of 1911.

Degree: 1974, California State University – East Bay

URL: http://hdl.handle.net/10211.5/4

This thesis charts the events surrounding the 1911 woman suffrage in California. It analyzes the roles of suffragist leaders, supporters, and opponents of the suffrage movement.

Subjects/Keywords: women's suffrage; Women – suffrage – California

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APA (6^th Edition):

Rodes, D. W. (1974). The California Woman Suffrage Campaign of 1911. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/4

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Rodes, Donald Waller. “The California Woman Suffrage Campaign of 1911.” 1974. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/4.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Rodes, Donald Waller. “The California Woman Suffrage Campaign of 1911.” 1974. Web. 26 Jun 2017.

Vancouver:

Rodes DW. The California Woman Suffrage Campaign of 1911. [Internet] [Thesis]. California State University – East Bay; 1974. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/4.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Rodes DW. The California Woman Suffrage Campaign of 1911. [Thesis]. California State University – East Bay; 1974. Available from: http://hdl.handle.net/10211.5/4

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

3. Jack, Andrew. Low Impact Development (LID) Siting Methodology: A Guide to Siting LID Projects Using A GIS and AHP.

Degree: 2012, California State University – East Bay

URL: http://hdl.handle.net/10211.5/18

► The purpose of this research project is to develop a straightforward and cost-effective methodology that skilled geographic information system (GIS) users within local governments and… (more)

Subjects/Keywords: Geographic Information Systems; GIS

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APA (6^th Edition):

Jack, A. (2012). Low Impact Development (LID) Siting Methodology: A Guide to Siting LID Projects Using A GIS and AHP. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/18

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Jack, Andrew. “Low Impact Development (LID) Siting Methodology: A Guide to Siting LID Projects Using A GIS and AHP.” 2012. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/18.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Jack, Andrew. “Low Impact Development (LID) Siting Methodology: A Guide to Siting LID Projects Using A GIS and AHP.” 2012. Web. 26 Jun 2017.

Vancouver:

Jack A. Low Impact Development (LID) Siting Methodology: A Guide to Siting LID Projects Using A GIS and AHP. [Internet] [Thesis]. California State University – East Bay; 2012. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/18.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Jack A. Low Impact Development (LID) Siting Methodology: A Guide to Siting LID Projects Using A GIS and AHP. [Thesis]. California State University – East Bay; 2012. Available from: http://hdl.handle.net/10211.5/18

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

4. Perry, Peter R. Theodore Roosevelt and the Labor Movement.

Degree: 1991, California State University – East Bay

URL: http://hdl.handle.net/10211.5/40

► This thesis examines three separate incidents that help reveal Roosevelt's attitude toward the workers' movement. The anthracite coal strike of 1902 shows Roosevelt at his… (more)

▼ This thesis examines three separate incidents that help reveal Roosevelt's attitude toward the workers' movement. The anthracite coal strike of 1902 shows Roosevelt at his best. In that crisis, he seized the initiative by bringing labor and capital to the negotiating table. He proved to be a successful mediator in what contemporaries saw as the most significant strike in American history. Scarcely one year later, Roosevelt rejected labor's appeals and effectively ended the closed shop in the Government Printing Office. At the same time, he still defended the union's right to exist in the government service. Finally, the Goldfield miners strike of 1907-1908 offers a less flattering view of the President. Here, Roosevelt quickly dispatched federal troops to maintain order at the request of the Nevada governor before determining whether they were actually needed. The troops strengthened the operators' hand. The strike was broken and the miners union was destroyed in the process. Despite Roosevelt's disparate stands, this thesis attempts to demonstrate that there was an ideological consistency to his actions. He supported a worker's right to join a union and hoped that employers would recognize that unions could play a responsible role in society. To him, this was merely a matter of justice and fair play. However, Roosevelt could never tolerate unions that challenged his authority. Like many other Progressives, the President feared militant sectors of the labor movement. He was convinced that they were violence-prone and could never act in a responsible manner. This conviction guided Roosevelt's actions, since the maintenance of order was paramount to the President. Roosevelt's activities during the anthracite strike, the Government Printing Office dispute, and the Goldfield conflict need to be seen in this context. Only then can we truly understand the paradoxical relationship between Roosevelt and the labor movement. Advisors/Committee Members: Bullough, Dr. William A. (advisor), Reuter, Dr. William C. (primaryAdvisor).

Subjects/Keywords: Roosevelt; Theodore; 1858-1919

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APA (6^th Edition):

Perry, P. R. (1991). Theodore Roosevelt and the Labor Movement. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/40

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Perry, Peter R. “Theodore Roosevelt and the Labor Movement.” 1991. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/40.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Perry, Peter R. “Theodore Roosevelt and the Labor Movement.” 1991. Web. 26 Jun 2017.

Vancouver:

Perry PR. Theodore Roosevelt and the Labor Movement. [Internet] [Thesis]. California State University – East Bay; 1991. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/40.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Perry PR. Theodore Roosevelt and the Labor Movement. [Thesis]. California State University – East Bay; 1991. Available from: http://hdl.handle.net/10211.5/40

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

5. White, Timothy P. The Influence of Fatigue Interpolated Early in Practice on Motor Performance and Motor Learning.

Degree: 1972, California State University – East Bay

URL: http://hdl.handle.net/10211.5/28

► This thesis documents a study designed to investigate the influence of severe fatigue interpolated early in practice on performance and motor learning of the stabilometer… (more)

Subjects/Keywords: fatigue

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APA (6^th Edition):

White, T. P. (1972). The Influence of Fatigue Interpolated Early in Practice on Motor Performance and Motor Learning. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/28

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

White, Timothy P. “The Influence of Fatigue Interpolated Early in Practice on Motor Performance and Motor Learning.” 1972. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/28.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

White, Timothy P. “The Influence of Fatigue Interpolated Early in Practice on Motor Performance and Motor Learning.” 1972. Web. 26 Jun 2017.

Vancouver:

White TP. The Influence of Fatigue Interpolated Early in Practice on Motor Performance and Motor Learning. [Internet] [Thesis]. California State University – East Bay; 1972. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/28.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

White TP. The Influence of Fatigue Interpolated Early in Practice on Motor Performance and Motor Learning. [Thesis]. California State University – East Bay; 1972. Available from: http://hdl.handle.net/10211.5/28

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

6. Koponen, James L. The Necessary Inversion of Enacting Justice in the Harry Potter Series.

Degree: 2009, California State University – East Bay

URL: http://hdl.handle.net/10211.5/20

► Anyone directly following the depicted examples of exacting justice in fictional literature has a fairly good chance of winding up in prison, especially since a… (more)

▼ Anyone directly following the depicted examples of exacting justice in fictional literature has a fairly good chance of winding up in prison, especially since a good number of stories and novels have (notably ones involving archetypal heroes) the protagonists enabled to take matters into their own hands and carrying out their own justice???from rescuing a kidnapped princess to saving the universe. This falls in stark contrast to what Western society considers acceptable, in terms of legal standards, for readers may cheer the vigilante who finally avenges his father???s death; however, the legal system frowns upon individuals circumnavigating the laws to administer justice. Thus, there exists an inversion in principals: people are instructed to let the courts do the work and yet are presented with virtually countless examples of exactly the opposite. Certainly, this is not a new theme in literature, for even around 800 BCE, Homer had Odysseus carrying out his own version of justice as he violently slew dozens of men who had usurped his home and had ill intentions toward his wife. While this phenomenon may not be problematic for adults, some may consider it unwise for growing children to be exposed to such a radical inversion in teachings. Young adults are in a transition, or initiation, phase, having to learn important lessons to utilize throughout life. Why complicate matters by inverting justice for them? Should not the hero simply be calling the authorities or filing a complaint and allowing the judicial system time for due 2 process? While it would not likely be very entertaining, there are other reasons for this inverted justice to be considered beneficial: while the methods of solving problems differ in fiction, other lessons can be obtained???children can learn to evaluate whether justice is being properly upheld and they can see that individuals may disagree and take steps to fix or improve the system, though the methodology changes in real life. Advisors/Committee Members: Fox, Dr. Susan (advisor), Barrett-Graves, Dr. Debra (primaryAdvisor).

Subjects/Keywords: Harry Potter; Potter, Harry (Fictitious character)

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APA (6^th Edition):

Koponen, J. L. (2009). The Necessary Inversion of Enacting Justice in the Harry Potter Series. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/20

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Koponen, James L. “The Necessary Inversion of Enacting Justice in the Harry Potter Series.” 2009. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/20.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Koponen, James L. “The Necessary Inversion of Enacting Justice in the Harry Potter Series.” 2009. Web. 26 Jun 2017.

Vancouver:

Koponen JL. The Necessary Inversion of Enacting Justice in the Harry Potter Series. [Internet] [Thesis]. California State University – East Bay; 2009. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/20.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Koponen JL. The Necessary Inversion of Enacting Justice in the Harry Potter Series. [Thesis]. California State University – East Bay; 2009. Available from: http://hdl.handle.net/10211.5/20

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

7. Kimball, Mindy A. Seismic Refraction of the Green Valley and Hayward Faults, San Francisco Bay Area, CA.

Degree: 2005, California State University – East Bay

URL: http://hdl.handle.net/10211.5/29

► In this study I used seismic refraction techniques to investigate two sites on active right-lateral strike-slip fault zones in the San Francisco Bay Area. I… (more)

▼ In this study I used seismic refraction techniques to investigate two sites on active right-lateral strike-slip fault zones in the San Francisco Bay Area. I designed detailed refraction surveys near Mason Road on the Green Valley fault and at Tyson???s Lagoon on the Hayward fault. The Mason Road site has geomorphic expression of classic linear valleys with offset stream channels, and the primary geophysical targets are buried paleochannels that can serve as piercing points to determine fault offset. The Tyson???s Lagoon site is a pull-apart basin between parallel strands of a right stepover in the southern Hayward fault, and the geophysical target is a suspected boundary between Holocene silts and Pleistocene gravels that could characterize the recent structural development of the fault. At both sites ample comparative data are available to make informed conclusions from seismic refraction velocity models. At Mason Road I have access to Cone Penetrometer Test (CPT) logs, ground-penetrating radar (GPR) surveys, and hand auger sampling. The final velocity models processed at this site reveal definite channel features at 3-8 m depths, and show velocity contrast at the same depths as a contact that CPT data indicates between Holocene flood deposits and Pleistocene alluvium. The seismic refraction models suggest that the Green Valley fault diverge from the mapped trace by as much as 10 m at this site, and there is also evidence for a slight vertical component of fault motion. Trench excavation at Mason Road will occur within the next few years, and these refraction models may help in optimally locating proposed trenches. At Tyson???s Lagoon I have access to extensive trench logs, CPT soundings, and borehole logs. The final refraction models processed at this site reveal a layer boundary that dips north, and correlates with depths proposed by CPT and borehole data to be a Pleistocene gravel surface. None of the trenches in Tyson???s Lagoon were excavated deep enough to see this contact, nor was there physical evidence of a theoretical cross-fault transferring slip from the western trace to the eastern trace of the Hayward fault. Seismic refraction models apparently image the Holocene-Pleistocene contact at 7-12 m depths in the pond, and appear to image a cross-fault feature oriented at an acute angle to the main fault traces. Future rail transportation construction at the site will likely benefit from the characterization of this subsurface contact and its implications in paleoseismic studies of the Hayward fault. This research involved the use of seismic refraction in conjunction with many other sets of complementary data (GPR, CPT, trenching, borehole, and auger) to further explore the near-surface in support of ongoing paleoseismologic investigations. GPR often provides a high resolution subsurface image, while seismic refraction is less susceptible to cultural disturbances and provides better depth control. We must continue to refine this process of employing geophysical techniques (seismic and GPR) together with… Advisors/Committee Members: Lienkaemper, Dr. James J. (advisor), Craig, Dr. Mitchell (primaryAdvisor).

Subjects/Keywords: Hayward fault

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APA (6^th Edition):

Kimball, M. A. (2005). Seismic Refraction of the Green Valley and Hayward Faults, San Francisco Bay Area, CA. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/29

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kimball, Mindy A. “Seismic Refraction of the Green Valley and Hayward Faults, San Francisco Bay Area, CA.” 2005. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/29.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kimball, Mindy A. “Seismic Refraction of the Green Valley and Hayward Faults, San Francisco Bay Area, CA.” 2005. Web. 26 Jun 2017.

Vancouver:

Kimball MA. Seismic Refraction of the Green Valley and Hayward Faults, San Francisco Bay Area, CA. [Internet] [Thesis]. California State University – East Bay; 2005. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/29.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kimball MA. Seismic Refraction of the Green Valley and Hayward Faults, San Francisco Bay Area, CA. [Thesis]. California State University – East Bay; 2005. Available from: http://hdl.handle.net/10211.5/29

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

8. Ahrens, Peter. Cholera in the Time of Gold: American Medicine and the California Fevers, 1830-1850.

Degree: 2010, California State University – East Bay

URL: http://hdl.handle.net/10211.5/31

► This thesis is an examination of early American medical science and the response of its practitioners to outbreaks of epidemic diseases, such as yellow fever,… (more)

Subjects/Keywords: Gold Rush

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APA (6^th Edition):

Ahrens, P. (2010). Cholera in the Time of Gold: American Medicine and the California Fevers, 1830-1850. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/31

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ahrens, Peter. “Cholera in the Time of Gold: American Medicine and the California Fevers, 1830-1850.” 2010. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/31.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ahrens, Peter. “Cholera in the Time of Gold: American Medicine and the California Fevers, 1830-1850.” 2010. Web. 26 Jun 2017.

Vancouver:

Ahrens P. Cholera in the Time of Gold: American Medicine and the California Fevers, 1830-1850. [Internet] [Thesis]. California State University – East Bay; 2010. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/31.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ahrens P. Cholera in the Time of Gold: American Medicine and the California Fevers, 1830-1850. [Thesis]. California State University – East Bay; 2010. Available from: http://hdl.handle.net/10211.5/31

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

9. Kampala, Taiz-Rancifer. Women in Power: The Gendered Nature of Work and its Impact on the Implementation of Family Leave Policies.

Degree: 2011, California State University – East Bay

URL: http://hdl.handle.net/123456789/12

► There are basic ideas about gender???s impact on market work, work that takes place in the paid labor force and care work that takes place… (more)

▼ There are basic ideas about gender???s impact on market work, work that takes place in the paid labor force and care work that takes place in the home. Women, particularly mothers, live and work in a world shaped by assumptions and stereotypes about their gender roles. In fact, most women are expected to and actually do the bulk of the care work in families. However, the percentage of women who also participate in market work has increased dramatically since the 1950???s. As a result, these women have problems balancing their work and home responsibilities. Family leave policies designed to reduce the work/family conflict have been unsuccessful because they ignore the fundamental problem, gender bias. The paper argues that gendered ideas about market/care work influence women in power to implement family leave policies more than their male counter-parts. However, in order to understand the leadership women take on family leave implementation we must first examine how and why the policies fail. Chapter one is a discussion of the rapidly declining traditional nuclear family and its influence on public policy design. The chapter also reviews the methods which include a literature review of secondary sources including books, essays, quantitative and qualitative research. Chapter two examines family leave policy design based on the traditional nuclear family and assesses the policy implementation failures. This is iii accomplished by reviewing studies on gendered roles of men and women in the paid market and the unpaid care work sector, and then by examining the literature available for family leave policies. These policies include, the Family Medical Leave Act (FMLA), California Paid Family Leave as well as family policies in the three leading Nordic countries. The policy discussion includes a review of the history, implementation concerns and growth of the policies. Once we understand how and why the policies fail, we can turn our attention to the leadership women take on family leave implementation. Therefore, chapter three examines women in power and their impact on family leave policies. Literature that addresses this issue directly was not available or nonexistent. However, a review of women in powerful positions such as Board Directors, Senior Executives, Justices, Legislators, Politicians is examined to determine whether they create, modify or implement Family-Friendly Policies or support ???women???s issues??? in ways that benefit women more than their male counterparts do. Family leave policies can be thought of as family-friendly, therefore their support of such policies is used to infer support of family leave. While chapter two examines the macro level barriers to family leave implementation, chapter four discusses the micro level difficulties. Chapter four reviews some of the workplace obstacles that impact women???s ability to advocate and mobilize around ???women???s issues???. The discussion reveals that when women support one another or champion an issue, that it comes with significant consequences… Advisors/Committee Members: n/a (advisor), Scott, Frank E. D.P.A. (primaryAdvisor).

Subjects/Keywords: work; gender roles

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Kampala, T. (2011). Women in Power: The Gendered Nature of Work and its Impact on the Implementation of Family Leave Policies. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/123456789/12

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Kampala, Taiz-Rancifer. “Women in Power: The Gendered Nature of Work and its Impact on the Implementation of Family Leave Policies.” 2011. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/123456789/12.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Kampala, Taiz-Rancifer. “Women in Power: The Gendered Nature of Work and its Impact on the Implementation of Family Leave Policies.” 2011. Web. 26 Jun 2017.

Vancouver:

Kampala T. Women in Power: The Gendered Nature of Work and its Impact on the Implementation of Family Leave Policies. [Internet] [Thesis]. California State University – East Bay; 2011. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/123456789/12.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Kampala T. Women in Power: The Gendered Nature of Work and its Impact on the Implementation of Family Leave Policies. [Thesis]. California State University – East Bay; 2011. Available from: http://hdl.handle.net/123456789/12

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

10. Stanford, James E. Geology of the Franciscan Complex Central Belt Between Redwood Valley and Potter Valley, Mendocino County, California.

Degree: 1991, California State University – East Bay

URL: http://hdl.handle.net/10211.5/54

► Between Redwood Valley and Potter Valley a range of hills rises 1000' above the valley floors. Three units have been mapped and described in these… (more)

▼ Between Redwood Valley and Potter Valley a range of hills rises 1000' above the valley floors. Three units have been mapped and described in these hills, which were previously mapped as undifferentiated rocks of the Central belt of the Franciscan Complex. Lower elevations on the east, south and west are underlain by Franciscan Complex Central belt melange (CBM). The melange matrix of sheared and folded shale and sandstone contains disconnected blocks of harder graywacke, greenstone, chert, and minor blueschist. The central higher part of the hills is underlain by two map units, a mafic igneous unit (MIU) and a tan sandstone unit (TSU), which together cover 40% of the 30 sq. km. mapped. Three km north of the study area a well-exposed faulted contact dipping 45 degrees NE separates CBM on the southwest from MIU. The MIU is a continuous igneous body of varied texture. Phaneritic outcrops are altered olivine gabbronorite with ophitic to subophitic textures. Aphanitic rocks have an intersertal texture, are occasionally vesicular, and occur as pillows, flow-banded fragmental deposits and mesocopically featureless outcrops. X-ray fluorescence spectroscopy (XRF) data on igneous rocks from MIU and CBM yield Ti/Zr ratios within the MORB field (Pearce and Cann, 1973). A few samples fall outside this field with greater zirconium concentrations. Most samples from both sets plot in the ocean floor basalt field of the Ti-Zr-Y ternary diagram, with some individuals plotting in the calc-alkaline and within-plate basalt fields. The tan sandstone unit is light tan, friable, massive or bedded, with Q/Q+F+L = 32 ?? 8% (2 standard deviations) and F/Q+F+L = 37 ?? 11% (terminology after Dickinson, 1970). CBM graywackes are dark gray or greenish, well indurated, with Q/Q+F+L = 54 ?? 9% and F/Q+F+L = 21 ?? 8%. CBM graywacke outcrops are usually too small to map, unlike the TSU. CBM exposures range from highly fractured to unfractured. Textures range from featureless to foliated. Original sedimentary structures are not common although contorted and disrupted pods and bands of sandstone occur with shale within the Central belt melange matrix and may reflect original layering. Two chert bodies enclosed by CBM yielded Pliensbachian - Toarcian to Kimmeridgian - Berriasian radiolarians. Two chert bodies surrounded by MIU and TSU yielded upper Jurassic to Albian radiolarians (Isozaki, 1988). On the basis of similar lithology and radiolarian chert ages, the MIU and TSU with associated chert resemble The Geysers and the Marin Headlands terranes. Study area rocks do not show the regular imbricate structure preserved at Marin Headlands. Accretion at a convergent margin may have caused the imbricate structure of the Marin Headlands terrane while subduction of ocean floor rocks of the study area caused fragmentation of individual units and inclusion of the fragments in the Central belt melange. Advisors/Committee Members: Brooks, Dr. Elwood R. (advisor), Moiseyev, Dr. Alexis N. (primaryAdvisor).

Subjects/Keywords: Geology – California – Mendocino County

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APA (6^th Edition):

Stanford, J. E. (1991). Geology of the Franciscan Complex Central Belt Between Redwood Valley and Potter Valley, Mendocino County, California. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/54

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stanford, James E. “Geology of the Franciscan Complex Central Belt Between Redwood Valley and Potter Valley, Mendocino County, California.” 1991. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/54.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stanford, James E. “Geology of the Franciscan Complex Central Belt Between Redwood Valley and Potter Valley, Mendocino County, California.” 1991. Web. 26 Jun 2017.

Vancouver:

Stanford JE. Geology of the Franciscan Complex Central Belt Between Redwood Valley and Potter Valley, Mendocino County, California. [Internet] [Thesis]. California State University – East Bay; 1991. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/54.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stanford JE. Geology of the Franciscan Complex Central Belt Between Redwood Valley and Potter Valley, Mendocino County, California. [Thesis]. California State University – East Bay; 1991. Available from: http://hdl.handle.net/10211.5/54

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

11. Scheiner, Patricia Campos. Californio Resistance to the U.S. Invasion of 1846.

Degree: 2009, California State University – East Bay

URL: http://hdl.handle.net/10211.5/38

► This thesis analyzes the conquest of the California territory by the United States through a study of the response of the Californios, the Hispanic inhabitants… (more)

Subjects/Keywords: California – History – 1846-1850

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APA (6^th Edition):

Scheiner, P. C. (2009). Californio Resistance to the U.S. Invasion of 1846. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/38

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Scheiner, Patricia Campos. “Californio Resistance to the U.S. Invasion of 1846.” 2009. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/38.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Scheiner, Patricia Campos. “Californio Resistance to the U.S. Invasion of 1846.” 2009. Web. 26 Jun 2017.

Vancouver:

Scheiner PC. Californio Resistance to the U.S. Invasion of 1846. [Internet] [Thesis]. California State University – East Bay; 2009. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/38.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Scheiner PC. Californio Resistance to the U.S. Invasion of 1846. [Thesis]. California State University – East Bay; 2009. Available from: http://hdl.handle.net/10211.5/38

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

12. Gomez, Lisa Davies. Algebra is a Civil Right: Increasing Achievement for African American Males in Algebra through Collaborative Inquiry.

Degree: 2012, California State University – East Bay

URL: http://hdl.handle.net/10211.5/15

► Algebra is the gatekeeper of access to higher-level math and science courses, higher education and future earning opportunities. Unequal numbers of African-American males drop out… (more)

Subjects/Keywords: Mathematics education

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APA (6^th Edition):

Gomez, L. D. (2012). Algebra is a Civil Right: Increasing Achievement for African American Males in Algebra through Collaborative Inquiry. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/15

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Gomez, Lisa Davies. “Algebra is a Civil Right: Increasing Achievement for African American Males in Algebra through Collaborative Inquiry.” 2012. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/15.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Gomez, Lisa Davies. “Algebra is a Civil Right: Increasing Achievement for African American Males in Algebra through Collaborative Inquiry.” 2012. Web. 26 Jun 2017.

Vancouver:

Gomez LD. Algebra is a Civil Right: Increasing Achievement for African American Males in Algebra through Collaborative Inquiry. [Internet] [Thesis]. California State University – East Bay; 2012. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/15.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Gomez LD. Algebra is a Civil Right: Increasing Achievement for African American Males in Algebra through Collaborative Inquiry. [Thesis]. California State University – East Bay; 2012. Available from: http://hdl.handle.net/10211.5/15

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

13. King, Chanel. The Impact of Coaching on New African American Female Principals.

Degree: 2012, California State University – East Bay

URL: http://hdl.handle.net/10211.5/16

► This is cross-case analysis of four new African American female principals who reported that coaching was critical to their success. They described the challenges inherent… (more)

▼ This is cross-case analysis of four new African American female principals who reported that coaching was critical to their success. They described the challenges inherent to all newcomers with particular attention to how their professional socialization was further confounded by factors of race and gender. The conceptual framework used for this multi-participant case study is critical race theory with an emphasis on counter-storytelling narratives. The transcripts yielded descriptions of the role of coaching in negotiating their experiences as new African American female principals and the ways race and gender influenced their professional induction. The analysis of data revealed themes such as marginalization, institutional racism, and broader societal perceptions of African American women. Participants offered examples of how their race and gender influenced how they were perceived as less competent, giving examples of European Americans and male colleagues being promoted more often to upper management positions. Participants believed that having an external coach was better than an internal coach, creating a safe haven for confidential discussions and strategizing. In addition to providing the field of educational leadership with information that can improve professional induction of new African-American women principals, interviews provided the opportunity for these four women to openly share their thoughts about coaching, race, and gender. The principals recommended that external coaching be provided for a minimum of one year; coaching matches should be appropriate and the race and/or gender of the coach should be carefully considered; if the coach/coachee match is not appropriate then it should be rectified quickly. The implications for providing coaching for new African American female principals includes a greater chance for their success, an increase in student achievement, and the potential to recruit and retain more in the profession. Through the series on interviews, researcher and participants recognized of the power of hearing their voices through counter-storytelling with culturally responsive coaches. Coaching proved beneficial to all four principals and helped to powerfully and positively shape the professional induction of these four participants. Advisors/Committee Members: Guilkey-Amado, Dr. Judy (advisor).

Subjects/Keywords: Educational leadership

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APA (6^th Edition):

King, C. (2012). The Impact of Coaching on New African American Female Principals. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/16

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

King, Chanel. “The Impact of Coaching on New African American Female Principals.” 2012. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/16.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

King, Chanel. “The Impact of Coaching on New African American Female Principals.” 2012. Web. 26 Jun 2017.

Vancouver:

King C. The Impact of Coaching on New African American Female Principals. [Internet] [Thesis]. California State University – East Bay; 2012. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/16.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

King C. The Impact of Coaching on New African American Female Principals. [Thesis]. California State University – East Bay; 2012. Available from: http://hdl.handle.net/10211.5/16

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

14. Russell, Jane A. The Parent Perception Inventory: Validity and Hispanic vs. Anglo Comparisons.

Degree: 1996, California State University – East Bay

URL: http://hdl.handle.net/10211.5/61

► This thesis describes a study that examines the following questions: (1) What is the validity of the Parent Perception Inventory (PPI) in assessing children's perceptions… (more)

Subjects/Keywords: Parent and child

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APA (6^th Edition):

Russell, J. A. (1996). The Parent Perception Inventory: Validity and Hispanic vs. Anglo Comparisons. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/61

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Russell, Jane A. “The Parent Perception Inventory: Validity and Hispanic vs. Anglo Comparisons.” 1996. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/61.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Russell, Jane A. “The Parent Perception Inventory: Validity and Hispanic vs. Anglo Comparisons.” 1996. Web. 26 Jun 2017.

Vancouver:

Russell JA. The Parent Perception Inventory: Validity and Hispanic vs. Anglo Comparisons. [Internet] [Thesis]. California State University – East Bay; 1996. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/61.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Russell JA. The Parent Perception Inventory: Validity and Hispanic vs. Anglo Comparisons. [Thesis]. California State University – East Bay; 1996. Available from: http://hdl.handle.net/10211.5/61

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

15. Peters, Gregory. Teacher transformation: transcending hegemonic roots.

Degree: 2012, California State University – East Bay

URL: http://hdl.handle.net/10211.5/21

► In this dissertation study, I build from the research on transformative teaching (transformative for students), liberating theories (Liberating, Liberation and Liberating Theories) as well as… (more)

▼ In this dissertation study, I build from the research on transformative teaching (transformative for students), liberating theories (Liberating, Liberation and Liberating Theories) as well as literature about transformation, reflection and discourse to make the case that our historic and continuously inequitable results for students based on demographics (not the least which is racial identities) have less to do with gaining more knowledge and skill about of teaching and learning (the technology for how to equitably educate all our students exists) and less to do with the necessary tweaks in our system (redesign, restructuring, etc.). Rather, radical shift may lie in transformation. As a result of this literature review, I offer a conceptual model, which includes stages for interruptive experiences, making meaning and taking action. Through this facilitated participatory interpretive study, I define and focus on the Transformed Teacher. This study suggests that radical shift will require teachers to engage in ongoing work in order to reach and sustain at a minimum threshold of personal transformation in order to effectively work in and simultaneously against the hegemonic design of public schools in service of our least reached students, thus transcending their arguably intended roles to help manifest social reproduction. The question for this study basically asked how have those teachers who have engaged in their own transformation come to do so given the reproductive and seductive systemic forces?Based on the assumption that Transformed Teachers provide transformative experiences for traditionally least-reached students, this study first engaged "students-on-the-cusp" to reflect on and recommend teachers who have been transformative for them - and thus teachers who may have reached a minimum threshold of personal and professional transformation themselves. These teachers were then invited to participate in a daylong reflective writing and working retreat; the results served as the primary data for this study. Conclusions suggest that Transformed Teachers need to continuously develop their awareness of our educational system, themselves and others; commit to rigorous inquiry, reflection and discourse - professionally AND personally; alone, in (racial) affinity, and across difference, benefit from relationships with mentors, and must share their own - and listen to others' diverse stories.Results for this study could have implications for all levels of teacher development - from teacher education to hiring to ongoing teacher support and evaluation. Expanded, learning and implications may be transferable for creating parallel possibilities for our students themselves. Advisors/Committee Members: Fenno-Smith, Kyzyl (advisor), Lee, Dr. Ginny (primaryAdvisor).

Subjects/Keywords: Educational leadership

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Peters, G. (2012). Teacher transformation: transcending hegemonic roots. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/21

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Peters, Gregory. “Teacher transformation: transcending hegemonic roots.” 2012. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/21.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Peters, Gregory. “Teacher transformation: transcending hegemonic roots.” 2012. Web. 26 Jun 2017.

Vancouver:

Peters G. Teacher transformation: transcending hegemonic roots. [Internet] [Thesis]. California State University – East Bay; 2012. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/21.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Peters G. Teacher transformation: transcending hegemonic roots. [Thesis]. California State University – East Bay; 2012. Available from: http://hdl.handle.net/10211.5/21

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

16. Watson, Lori Anne. "Wow, they care right?" Making Schools Safe(r) for Lesbian, Gay, Bisexual, Transgender and Questioning Youth.

Degree: 2012, California State University – East Bay

URL: http://hdl.handle.net/10211.5/22

► Schools contribute heavily to the feelings of isolation and stigmatization that many gay, lesbian, and bisexual youth experience. Research demonstrates that the climate of US… (more)

▼ Schools contribute heavily to the feelings of isolation and stigmatization that many gay, lesbian, and bisexual youth experience. Research demonstrates that the climate of US middle and high schools are generally unsupportive and unsafe for many of these youth who are often susceptible to harassment, discrimination, and other negative events, often specifically related to their sexual orientation, gender identity, and/or how they express their gender. The research reports that in order to create safe schools for students who identify as LGBTQ, school districts must have 4 components in place: nondiscrimination policy specifically addressing sexual orientation and gender identity; inclusive curriculum; support groups for students; and staff development for teachers and support staff.San Leandro High School has a safe schools program which consists of the 4 components. This mixed methods study sought to analyze the program through an analysis of the school policies, programs and practices by answering the question, How is the Safe Schools work at San Leandro High School impacting the climate for students who identify as LGBTQ? Quantitative data was collected through the GLSEN Local School Climate survey. Qualitative data was collected through focus group interviews with staff members, heterosexual students, and LGBTQ students.Major findings of the study include the following: 1.) prevalent use of homophobic language; 2.) discomfort of staff regarding LGBTQ issues; 3.) limitations of the Safe Schools curriculum; 4.) the positive influence of Club Rainbow; 5.) fewer boys "out" than girls; and 6.) additional 9th grade campus support needed. Recommendations made are: 1.) yearly program evaluation; 2.) reviewing and revising the Safe Schools curriculum; 3.) ongoing staff development and support for staff; 4.) continued support to the club rainbow advisor; 5.) outreach to gay boys as well as other gay students that are not "out"; and 6.) additional 9th grade campus support.This study supports the research that schools that implement the 4 components – nondiscrimination policy, inclusive curriculum, support groups, and staff development – do have safe(r) school climates for students who identify as lesbian, gay, bisexual, transgender, and questioning. These findings may help educators to better understand LGBTQ students and how to better support them in school; provide information to schools that don't have "safe schools" programs about how to start them; as well as make recommendations to schools that have existing programs in place as to how to strengthen them. Advisors/Committee Members: Lee, Dr. Ginny (advisor).

Subjects/Keywords: GLBT studies

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APA (6^th Edition):

Watson, L. A. (2012). "Wow, they care right?" Making Schools Safe(r) for Lesbian, Gay, Bisexual, Transgender and Questioning Youth. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/22

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Watson, Lori Anne. “"Wow, they care right?" Making Schools Safe(r) for Lesbian, Gay, Bisexual, Transgender and Questioning Youth.” 2012. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/22.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Watson, Lori Anne. “"Wow, they care right?" Making Schools Safe(r) for Lesbian, Gay, Bisexual, Transgender and Questioning Youth.” 2012. Web. 26 Jun 2017.

Vancouver:

Watson LA. "Wow, they care right?" Making Schools Safe(r) for Lesbian, Gay, Bisexual, Transgender and Questioning Youth. [Internet] [Thesis]. California State University – East Bay; 2012. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/22.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Watson LA. "Wow, they care right?" Making Schools Safe(r) for Lesbian, Gay, Bisexual, Transgender and Questioning Youth. [Thesis]. California State University – East Bay; 2012. Available from: http://hdl.handle.net/10211.5/22

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

17. Greenwood, Sylvia Joyce. Culturally Responsive Pedagogy: A Study of Implementation.

Degree: 2011, California State University – East Bay

URL: http://hdl.handle.net/10211.5/23

► In public education we are faced with three realities: (1) our student population is diverse and growing in children of color; (2) children of color… (more)

▼ In public education we are faced with three realities: (1) our student population is diverse and growing in children of color; (2) children of color are the students most at risk of being caught on the negative end of the achievement gap; and (3) the adopted curriculum and instructional practices are predominately Eurocentric. There is a need to integrate culturally responsive practices to engage and promote success for our increasingly diverse student population. Critical race theory, equity pedagogy, culturally responsive pedagogy and liberation education inform the conceptual framework for this study. There is a plethora of theoretical work on culturally responsive pedagogy and a lack of work on how to implement pedagogies. The study examined the experiences of teachers attempting to implement culturally responsive practices and the role of the administrator, both as instructional leader and a co-constructor of knowledge. The participatory action research method allowed teachers to serve as co-researchers actively examining a current problem to effect change. Teachers and the administrator engaged in dynamic discourse about pedagogy, practice, and support. The data includes school district documents, surveys, classroom observations, and dialogues. The district's culturally responsive practice model included one day training and a walk-through checklist. School site staffs were asked to select two checklist areas to implement. The administrator and teachers participated in the district-mandated equity walkthroughs while simultaneously engaging in additional site-based sharing, developing and refining of culturally responsive practice.Analysis of dialogues, classroom observations and surveys revealed phases of development of culturally responsive practices at the school site. Teachers integrated students' cultural background and experience into curriculum and instruction. Teachers evaluated their ability to engage all students in learning. District leaders recognized increased student achievement scores at this site. Surveys indicated the majority of teachers did not find the District equity walkthroughs to be supportive, yet the majority of teachers indicate a high interest in continuing to implement culturally responsive pedagogy. Teachers recommend a model for culturally responsive pedagogy implementation that values teacher knowledge, teacher practices, teacher questions, teacher reflections, and co-construction of knowledge. Advisors/Committee Members: Berrington, Dr. Susan (advisor), Winkelman, Dr. Peg (primaryAdvisor).

Subjects/Keywords: Educational leadership

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APA (6^th Edition):

Greenwood, S. J. (2011). Culturally Responsive Pedagogy: A Study of Implementation. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/23

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Greenwood, Sylvia Joyce. “Culturally Responsive Pedagogy: A Study of Implementation.” 2011. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/23.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Greenwood, Sylvia Joyce. “Culturally Responsive Pedagogy: A Study of Implementation.” 2011. Web. 26 Jun 2017.

Vancouver:

Greenwood SJ. Culturally Responsive Pedagogy: A Study of Implementation. [Internet] [Thesis]. California State University – East Bay; 2011. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/23.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Greenwood SJ. Culturally Responsive Pedagogy: A Study of Implementation. [Thesis]. California State University – East Bay; 2011. Available from: http://hdl.handle.net/10211.5/23

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

18. Goldman, Brian. Post-Traumatic Stress Disorder and the October 17, 1989 Loma Prieta Earthquake.

Degree: 1991, California State University – East Bay

URL: http://hdl.handle.net/10211.5/42

► This study examines if post-traumatic stress disorder (PTSD) was produced as a result of the October 17, 1989 Lorna Prieta Earthquake. Twenty eight subjects were… (more)

Subjects/Keywords: Earthquakes – California – San Francisco Bay Area

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APA (6^th Edition):

Goldman, B. (1991). Post-Traumatic Stress Disorder and the October 17, 1989 Loma Prieta Earthquake. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/42

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Goldman, Brian. “Post-Traumatic Stress Disorder and the October 17, 1989 Loma Prieta Earthquake.” 1991. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/42.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Goldman, Brian. “Post-Traumatic Stress Disorder and the October 17, 1989 Loma Prieta Earthquake.” 1991. Web. 26 Jun 2017.

Vancouver:

Goldman B. Post-Traumatic Stress Disorder and the October 17, 1989 Loma Prieta Earthquake. [Internet] [Thesis]. California State University – East Bay; 1991. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/42.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Goldman B. Post-Traumatic Stress Disorder and the October 17, 1989 Loma Prieta Earthquake. [Thesis]. California State University – East Bay; 1991. Available from: http://hdl.handle.net/10211.5/42

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

19. Brandow, Bryan. Cultural Transmission of Immigrant Latino Families: Bridging the Achievement Gap.

Degree: 2008, California State University – East Bay

URL: http://hdl.handle.net/10211.5/10

► The Achievement Gap in education exists on multiple levels, and tens of thousands of children of Latino immigrants find themselves at the lower end of… (more)

Subjects/Keywords: Latino immigrants; children of Latino immigrants

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APA (6^th Edition):

Brandow, B. (2008). Cultural Transmission of Immigrant Latino Families: Bridging the Achievement Gap. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/10

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Brandow, Bryan. “Cultural Transmission of Immigrant Latino Families: Bridging the Achievement Gap.” 2008. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/10.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Brandow, Bryan. “Cultural Transmission of Immigrant Latino Families: Bridging the Achievement Gap.” 2008. Web. 26 Jun 2017.

Vancouver:

Brandow B. Cultural Transmission of Immigrant Latino Families: Bridging the Achievement Gap. [Internet] [Thesis]. California State University – East Bay; 2008. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/10.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Brandow B. Cultural Transmission of Immigrant Latino Families: Bridging the Achievement Gap. [Thesis]. California State University – East Bay; 2008. Available from: http://hdl.handle.net/10211.5/10

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

20. Stevanovic, Predrag D. Sediment and Mercury Distribution in the Dow Wetlands, San Francisco Bay-Delta.

Degree: 2006, California State University – East Bay

URL: http://hdl.handle.net/10211.5/25

► The main goal of this study was to assess distribution of sediment sizes and mercury concentrations in the vicinity of Dow Wetlands area and to… (more)

▼ The main goal of this study was to assess distribution of sediment sizes and mercury concentrations in the vicinity of Dow Wetlands area and to correlate distribution of sediment sizes and mercury concentrations to different types of depositional environments in this area. The area of study is located to the north of the town of Antioch. Sediment samples were collected from the following sites in the Bay Delta: Dow Wetlands, Brown Island, Sherman Island, Antioch Marina, and Big Break Bay. Sampling was performed in August 2003 and November 2004. Sediment samples were collected both from shore and from a boat using handheld coring devices and an Eckman grab sampler from the upper 10 cm of sediments. The grain size analyses were performed at Moss Landing Marine Laboratory using a laser diffraction grain size analyzer Beckman Coulter Model LS 13 320, and by pipette method at the Department of Geological Sciences at California State University East Bay. The grain size distribution was related to distribution of total mercury concentration. The statistical parameters (mean size, standard deviation, skewness, and kurtosis) were calculated using the method of moment. The samples show characteristics of multi-source (poorly sorted) sediments with pronounced skewness and kurtosis, or large deviation from normal distribution curves. The curves derived from grain size distributions are bimodal to polymodal, which could mean that samples consist of two or more subpopulations with different means and standard deviations. The average size of all samples is approximately 103 ??m, which is in the range of very fine sand. The majority of samples are extremely leptokurtic and strongly fine skewed. They have peaks of values within the range of fine sand or coarse silt with significant amounts of fines (silt and clay). The data suggest that samples with larger specific surface areas have higher mercury concentrations due to the increased amount of fine fractions, particularly clay. The average mercury concentration at the area of study is 385 ppb. The highest concentration of mercury occurred in the Dow Wetlands at location S-30 (1929 ppb), which exceeds the Total Maximum Daily Load target for mercury in sediments by almost 10 times. There are three different depositional types of environments in the area of study: the open channel (sandy bottoms with traces of fines and low mercury concentrations), stream banks (sandy and silty bottoms with more clay and higher mercury concentrations), and enclosed areas with low current velocities (dominant fine fractions, particularly clay, and highest mercury concentrations). In general, the data suggest that mercury concentrations are higher in areas with denser vegetation, low water currents, dominant fine sediment fractions, and away from open water. Advisors/Committee Members: Andrews, Dr. Joy C. (advisor), Craig, Dr. Mitchell (primaryAdvisor).

Subjects/Keywords: sediment distribution; wetlands; Dow Wetlands; mercury; Brown Island; Sherman Island; Antioch Marina; Big Break Bay

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APA (6^th Edition):

Stevanovic, P. D. (2006). Sediment and Mercury Distribution in the Dow Wetlands, San Francisco Bay-Delta. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/25

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stevanovic, Predrag D. “Sediment and Mercury Distribution in the Dow Wetlands, San Francisco Bay-Delta.” 2006. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/25.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stevanovic, Predrag D. “Sediment and Mercury Distribution in the Dow Wetlands, San Francisco Bay-Delta.” 2006. Web. 26 Jun 2017.

Vancouver:

Stevanovic PD. Sediment and Mercury Distribution in the Dow Wetlands, San Francisco Bay-Delta. [Internet] [Thesis]. California State University – East Bay; 2006. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/25.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stevanovic PD. Sediment and Mercury Distribution in the Dow Wetlands, San Francisco Bay-Delta. [Thesis]. California State University – East Bay; 2006. Available from: http://hdl.handle.net/10211.5/25

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

21. Ferguson, Christine J. Henry James Unlaced: How His Female Characters Represent America.

Degree: 2006, California State University – East Bay

URL: http://hdl.handle.net/10211.5/35

► This thesis is a critical examination of female characters in the literature of Henry James. It analyzes the ways in which characters such as Daisy… (more)

Subjects/Keywords: Women in literature

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APA (6^th Edition):

Ferguson, C. J. (2006). Henry James Unlaced: How His Female Characters Represent America. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/35

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Ferguson, Christine J. “Henry James Unlaced: How His Female Characters Represent America.” 2006. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/35.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Ferguson, Christine J. “Henry James Unlaced: How His Female Characters Represent America.” 2006. Web. 26 Jun 2017.

Vancouver:

Ferguson CJ. Henry James Unlaced: How His Female Characters Represent America. [Internet] [Thesis]. California State University – East Bay; 2006. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/35.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Ferguson CJ. Henry James Unlaced: How His Female Characters Represent America. [Thesis]. California State University – East Bay; 2006. Available from: http://hdl.handle.net/10211.5/35

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

22. Randle, Walt Randy. A Survey of Family Crisis Intervention Training Programs for Bay Area Police Departments.

Degree: 1976, California State University – East Bay

URL: http://hdl.handle.net/10211.5/32

► This thesis documents a study intended to investigate how police officers can benefit from training in the area of psychological counseling. The study examines how… (more)

Subjects/Keywords: Mental health services

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APA (6^th Edition):

Randle, W. R. (1976). A Survey of Family Crisis Intervention Training Programs for Bay Area Police Departments. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/32

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Randle, Walt Randy. “A Survey of Family Crisis Intervention Training Programs for Bay Area Police Departments.” 1976. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/32.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Randle, Walt Randy. “A Survey of Family Crisis Intervention Training Programs for Bay Area Police Departments.” 1976. Web. 26 Jun 2017.

Vancouver:

Randle WR. A Survey of Family Crisis Intervention Training Programs for Bay Area Police Departments. [Internet] [Thesis]. California State University – East Bay; 1976. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/32.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Randle WR. A Survey of Family Crisis Intervention Training Programs for Bay Area Police Departments. [Thesis]. California State University – East Bay; 1976. Available from: http://hdl.handle.net/10211.5/32

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

23. Johnson, William R. Gentle Persuasion For Chamber Ensemble.

Degree: 2012, California State University – East Bay

URL: http://hdl.handle.net/10211.5/17

This thesis details the composition of a new work for chamber ensemble entitled "Gentle Persuasion." The complete score is included in the work. Advisors/Committee Members: La Rocca, Dr. Frank (advisor), Miller, Dr. Jeffrey (primaryAdvisor).

Subjects/Keywords: Orchestra; chamber ensemble

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APA · Chicago · MLA · Vancouver · CSE | Export to Zotero / EndNote / Reference Manager

APA (6^th Edition):

Johnson, W. R. (2012). Gentle Persuasion For Chamber Ensemble. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/17

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Johnson, William R. “Gentle Persuasion For Chamber Ensemble.” 2012. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/17.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Johnson, William R. “Gentle Persuasion For Chamber Ensemble.” 2012. Web. 26 Jun 2017.

Vancouver:

Johnson WR. Gentle Persuasion For Chamber Ensemble. [Internet] [Thesis]. California State University – East Bay; 2012. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/17.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Johnson WR. Gentle Persuasion For Chamber Ensemble. [Thesis]. California State University – East Bay; 2012. Available from: http://hdl.handle.net/10211.5/17

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

24. Leal, Jin Mee. An Empathic Consideration of the Scapegoat in the Novellas of Stephen Crane and Henry James.

Degree: 2013, California State University – East Bay

URL: http://hdl.handle.net/10211.5/53

► Late 19th century literature often responds to the anxieties of class, gender, and race by participating in justifying the hierarchies as it relies on a… (more)

Subjects/Keywords: James; Henry; 1843-1916. Daisy Miller

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APA (6^th Edition):

Leal, J. M. (2013). An Empathic Consideration of the Scapegoat in the Novellas of Stephen Crane and Henry James. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/53

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Leal, Jin Mee. “An Empathic Consideration of the Scapegoat in the Novellas of Stephen Crane and Henry James.” 2013. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/53.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Leal, Jin Mee. “An Empathic Consideration of the Scapegoat in the Novellas of Stephen Crane and Henry James.” 2013. Web. 26 Jun 2017.

Vancouver:

Leal JM. An Empathic Consideration of the Scapegoat in the Novellas of Stephen Crane and Henry James. [Internet] [Thesis]. California State University – East Bay; 2013. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/53.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Leal JM. An Empathic Consideration of the Scapegoat in the Novellas of Stephen Crane and Henry James. [Thesis]. California State University – East Bay; 2013. Available from: http://hdl.handle.net/10211.5/53

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

25. Moore, Kathleen McCarroll. Finding Poetic Justice: How Teacher Inquiry Impacts Elementary Math Instruction.

Degree: 2012, California State University – East Bay

URL: http://hdl.handle.net/10211.5/24

► African American students, commonly designated a sub-group in assessment data reports, consistently score well below their peers in mathematics. A consequence of this phenomenon is… (more)

▼ African American students, commonly designated a sub-group in assessment data reports, consistently score well below their peers in mathematics. A consequence of this phenomenon is that math teachers often feel obligated to provide remedial methods of instruction focused on recall and repetitive practice, believing that these strategies will result in an increase in mathematical proficiency and lead to a narrowing of the achievement gap. This practice is socially unjust, excluding low-achieving math students from experiencing intellectually challenging or engaging math content, and limiting their academic opportunities. This study was designed to explore teacher attitudes and practices through an inquiry case study at a Title 1 elementary school in a high-performing suburban school district. Five elementary teachers self-assessed at the beginning and at the close of the study; they participated in a series of collaborative sessions to examine culturally relevant pedagogy, and to plan, deliver, and revise lessons using instructional methods deemed considerate of the cultural strengths that individual students bring to the classroom. Taking the stance of poetry as a form of culturally relevant pedagogy allowed the researcher to infuse poetry texts and research articles linking math and poetry into every phase of the inquiry case study. Participants reported an increase in student engagement during math instruction which mirrored the participants' reported change in attitudes and instructional practices as determined through interviews, audio taped study sessions, and pre and post self-assessments. Analyzed and coded data culled from these sources revealed three major issues: students who struggle early continue to lag behind their peers, compartmentalization of math instruction leads to an inability to recognize its relevance, and lack of enthusiasm for math results in a lack of mathematical understanding. The research findings highlight the importance of establishing a community of practice built on trust in order to bring about change. Study participants reported that the strategies designed and implemented provided connections between language and math that made the learning experience more relevant and accessible. The study did not examine whether the increase in engagement resulted in increased mathematical comprehension although it did suggest a link between the two; further study is warranted. Advisors/Committee Members: Pouncil, Dr. Matais (advisor), Bicais, Dr. Jeanette (primaryAdvisor).

Subjects/Keywords: Educational leadership

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APA (6^th Edition):

Moore, K. M. (2012). Finding Poetic Justice: How Teacher Inquiry Impacts Elementary Math Instruction. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/24

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Moore, Kathleen McCarroll. “Finding Poetic Justice: How Teacher Inquiry Impacts Elementary Math Instruction.” 2012. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/24.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Moore, Kathleen McCarroll. “Finding Poetic Justice: How Teacher Inquiry Impacts Elementary Math Instruction.” 2012. Web. 26 Jun 2017.

Vancouver:

Moore KM. Finding Poetic Justice: How Teacher Inquiry Impacts Elementary Math Instruction. [Internet] [Thesis]. California State University – East Bay; 2012. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/24.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Moore KM. Finding Poetic Justice: How Teacher Inquiry Impacts Elementary Math Instruction. [Thesis]. California State University – East Bay; 2012. Available from: http://hdl.handle.net/10211.5/24

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

26. Mosley, Peri Lee Pitcock. Psychotherapists' Attitudes and Practices Regarding Sexual Intimacy with Clients.

Degree: 1980, California State University – East Bay

URL: http://hdl.handle.net/10211.5/33

► A study was designed to assess the attitudes and practices of psychiatrists and psychologists regarding nonerotic and erotic contact with their patients. A dual aim… (more)

Subjects/Keywords: sex between psychotherapist and patient

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APA (6^th Edition):

Mosley, P. L. P. (1980). Psychotherapists' Attitudes and Practices Regarding Sexual Intimacy with Clients. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/33

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Mosley, Peri Lee Pitcock. “Psychotherapists' Attitudes and Practices Regarding Sexual Intimacy with Clients.” 1980. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/33.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Mosley, Peri Lee Pitcock. “Psychotherapists' Attitudes and Practices Regarding Sexual Intimacy with Clients.” 1980. Web. 26 Jun 2017.

Vancouver:

Mosley PLP. Psychotherapists' Attitudes and Practices Regarding Sexual Intimacy with Clients. [Internet] [Thesis]. California State University – East Bay; 1980. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/33.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Mosley PLP. Psychotherapists' Attitudes and Practices Regarding Sexual Intimacy with Clients. [Thesis]. California State University – East Bay; 1980. Available from: http://hdl.handle.net/10211.5/33

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

27. Caughey, Carol Conlee. An Inquiry into the Ethical Position of the Political Realist School of Hans Morgenthau.

Degree: 1967, California State University – East Bay

URL: http://hdl.handle.net/10211.5/34

► This thesis begins with a brief overview of Morgenthau's six tenets of realism and of his method, designed to provide the reader with a general… (more)

Subjects/Keywords: political realism

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APA (6^th Edition):

Caughey, C. C. (1967). An Inquiry into the Ethical Position of the Political Realist School of Hans Morgenthau. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/34

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Caughey, Carol Conlee. “An Inquiry into the Ethical Position of the Political Realist School of Hans Morgenthau.” 1967. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/34.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Caughey, Carol Conlee. “An Inquiry into the Ethical Position of the Political Realist School of Hans Morgenthau.” 1967. Web. 26 Jun 2017.

Vancouver:

Caughey CC. An Inquiry into the Ethical Position of the Political Realist School of Hans Morgenthau. [Internet] [Thesis]. California State University – East Bay; 1967. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/34.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Caughey CC. An Inquiry into the Ethical Position of the Political Realist School of Hans Morgenthau. [Thesis]. California State University – East Bay; 1967. Available from: http://hdl.handle.net/10211.5/34

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

28. Weiss-Duman, Helena. African American Academic Achievement: Peer Pressure, Coping Skills, and Acting White.

Degree: 2003, California State University – East Bay

URL: http://hdl.handle.net/10211.5/60

► This thesis explores the conclusion of one of anthropologist John U. Ogbu's 1986 ethnographic studies that showed that fear of being accused of "acting white"… (more)

Subjects/Keywords: African Americans – Education

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APA (6^th Edition):

Weiss-Duman, H. (2003). African American Academic Achievement: Peer Pressure, Coping Skills, and Acting White. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/60

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Weiss-Duman, Helena. “African American Academic Achievement: Peer Pressure, Coping Skills, and Acting White.” 2003. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/60.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Weiss-Duman, Helena. “African American Academic Achievement: Peer Pressure, Coping Skills, and Acting White.” 2003. Web. 26 Jun 2017.

Vancouver:

Weiss-Duman H. African American Academic Achievement: Peer Pressure, Coping Skills, and Acting White. [Internet] [Thesis]. California State University – East Bay; 2003. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/60.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Weiss-Duman H. African American Academic Achievement: Peer Pressure, Coping Skills, and Acting White. [Thesis]. California State University – East Bay; 2003. Available from: http://hdl.handle.net/10211.5/60

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

29. Stark, Bennett S. John Dewey and Reinhold Neibuhr: Conflicting Perspectives of Social Action.

Degree: 1975, California State University – East Bay

URL: http://hdl.handle.net/10211.5/39

► This thesis investigates Dewey's and Niebuhr's chief area of political disagreement – their views on social action – during the Depression. It examines two works that serve… (more)

Subjects/Keywords: Dewey; John; 1859-1952

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APA (6^th Edition):

Stark, B. S. (1975). John Dewey and Reinhold Neibuhr: Conflicting Perspectives of Social Action. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/39

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Stark, Bennett S. “John Dewey and Reinhold Neibuhr: Conflicting Perspectives of Social Action.” 1975. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/39.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Stark, Bennett S. “John Dewey and Reinhold Neibuhr: Conflicting Perspectives of Social Action.” 1975. Web. 26 Jun 2017.

Vancouver:

Stark BS. John Dewey and Reinhold Neibuhr: Conflicting Perspectives of Social Action. [Internet] [Thesis]. California State University – East Bay; 1975. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/39.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Stark BS. John Dewey and Reinhold Neibuhr: Conflicting Perspectives of Social Action. [Thesis]. California State University – East Bay; 1975. Available from: http://hdl.handle.net/10211.5/39

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

California State University – East Bay

30. Chu, Wally. Optimized UV Melting as a Tool for Conformational Studies on Virla [i.e. Viral] RNA Motifs: Optimized UV Melting as a Tool for Conformational Studies on Viral RNA Motifs.

Degree: 2013, California State University – East Bay

URL: http://hdl.handle.net/10211.5/52

► UV melting study has been instrumental in investigating the thermodynamic characteristics of various biologically important RNA conformations. In my master???s degree thesis research, I have… (more)

Subjects/Keywords: RNA viruses

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APA (6^th Edition):

Chu, W. (2013). Optimized UV Melting as a Tool for Conformational Studies on Virla [i.e. Viral] RNA Motifs: Optimized UV Melting as a Tool for Conformational Studies on Viral RNA Motifs. (Thesis). California State University – East Bay. Retrieved from http://hdl.handle.net/10211.5/52

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Chicago Manual of Style (16^th Edition):

Chu, Wally. “Optimized UV Melting as a Tool for Conformational Studies on Virla [i.e. Viral] RNA Motifs: Optimized UV Melting as a Tool for Conformational Studies on Viral RNA Motifs.” 2013. Thesis, California State University – East Bay. Accessed June 26, 2017. http://hdl.handle.net/10211.5/52.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

MLA Handbook (7^th Edition):

Chu, Wally. “Optimized UV Melting as a Tool for Conformational Studies on Virla [i.e. Viral] RNA Motifs: Optimized UV Melting as a Tool for Conformational Studies on Viral RNA Motifs.” 2013. Web. 26 Jun 2017.

Vancouver:

Chu W. Optimized UV Melting as a Tool for Conformational Studies on Virla [i.e. Viral] RNA Motifs: Optimized UV Melting as a Tool for Conformational Studies on Viral RNA Motifs. [Internet] [Thesis]. California State University – East Bay; 2013. [cited 2017 Jun 26]. Available from: http://hdl.handle.net/10211.5/52.

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

Council of Science Editors:

Chu W. Optimized UV Melting as a Tool for Conformational Studies on Virla [i.e. Viral] RNA Motifs: Optimized UV Melting as a Tool for Conformational Studies on Viral RNA Motifs. [Thesis]. California State University – East Bay; 2013. Available from: http://hdl.handle.net/10211.5/52

Note: this citation may be lacking information needed for this citation format:
Not specified: Masters Thesis or Doctoral Dissertation

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Open Access Theses and Dissertations