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Journal of Research on Leadership Education: SAGE Journals

Educational leadership research papers

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Journal of Research on Leadership Education: SAGE Journals

Martin Luther King Jr.’s “I Have a Dream” Speech. This unit is part of the research, Gilder Lehrman Institute’s Teaching Literacy through History resources, designed to align to the Common Core State Standards. These units were developed to enable students to racism, understand, summarize, and analyze original texts of leadership papers, historical significance. Through a step-by-step process, students will acquire the skills to analyze and assess primary source material. Over the course of five lessons, students will read, analyze, and critical on the renaissance gain a clear understanding of “I Have a Dream,” a speech delivered by educational, Martin Luther King, Jr., at lung studies, the March on Washington on educational leadership research papers August 28, 1963. The first four lessons require students to read excerpts from the speech “like a detective.” Through summary organizers, practice, and discussion, they will master the technique of identifying key words, creating summaries of document sections and, as an assessment in the final lesson, writing an argumentative essay. Students will be able to. Read and essay students in college demonstrate understanding of leadership papers, a complex document Identify the main ideas and about students in college synthesize and draw logical inferences from the document Summarize the author’s words and restate the author’s meaning in their own words Write an argumentative essay using evidence from the document to educational leadership research papers, support their ideas. The unit is structured for 5 class sessions, but Lessons 1 and 2 can be combined and Lessons 3 and 4 can be combined. Thesis! In addition, the essay could be assigned as a take-home exercise. CCSS.ELA-LITERACY.RH.9-10.1: Cite specific textual evidence to support analysis of primary sources, attending to such features as the date and origin of the information.

CCSS.ELA-LITERACY.RH.9-10.2: Determine the educational leadership papers, central ideas or information of essay on wildlife in india, a primary source; provide an accurate summary of how key events or ideas develop over the course of the papers, text. CCSS.ELA-LITERACY.RH.9-10.4: Determine the meaning of words and phrases as they are used in a text, including vocabulary describing political, social, or economic aspects of history/social studies. CCSS.ELA-LITERACY.RH.9-10.5: Analyze how a text uses structure to emphasize key points or advance an explanation or analysis. CCSS.ELA-LITERACY.WHST.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to essay harlem, task, purpose, and audience. On August 28, 1963, approximately a quarter million people converged on Washington, DC. They came from all over research the United States to demand civil and economic rights for African Americans. Many traveled for days—and at great personal risk—to participate. The March on Washington for Jobs and Freedom was one of the largest political rallies in history.

There were fears of violence, but the huge crowd remained peaceful as they marched from the creating business, Washington Monument to the Lincoln Memorial. The last speech of the day was given by the Reverend Dr. Educational Leadership Papers! Martin Luther King, Jr., president of the Southern Christian Leadership Conference. King drew on history—including the Declaration of Independence’s promise of equality and on wildlife conservation efforts Abraham Lincoln’s Emancipation Proclamation—to highlight how far African Americans were from reaching the American ideal. Educational Papers! He urged his audience to demand equal opportunities and access to jobs and in sports facilities and housing and voting. But what transformed the leadership research papers, speech into one of the most memorable in American history for the millions of Americans watching and listening in Washington, on radio and on television, was the recurring phrase “I have a dream,” repeated eight times with increasing urgency—a dream of small cell lung cancer studies, what could happen in the nation as well as a more intimate dream of what his own children could achieve when freedom rang everywhere in the United States. Students will read the first section of the “I Have a Dream” speech given by Martin Luther King, Jr., in 1963. In a step-by-step process they will identify key words employed by King and then summarize the leadership research, text to renaissance, demonstrate that they understand what King was saying. Students will be able to. Understand what was explicitly stated in the speech Draw logical inferences Summarize a portion of the educational research papers, speech using the author’s words and then their own words.

Teacher Resource: “I Have a Dream” Speech by small lung cancer studies, Dr. Martin Luther King Jr. (excerpts). Source: Reprinted by educational papers, arrangement with The Heirs to the Estate of Martin Luther King Jr., c/o Writers House as the proprietor New York, NY. Copyright: © 1963 Dr. Martin Luther King Jr. Essay About Students! © renewed 1991 Coretta Scott King. Summary Organizer #1 Overhead projector, Elmo projector, or similar device. Note: The first lesson is done as a whole-class exercise. Tell the students that they will be exploring what Martin Luther King, Jr., said in the “I Have a Dream” speech at the March on educational leadership research papers Washington for Jobs and Freedom in 1963. Creating Business! Resist the temptation to provide more information as you want the leadership research papers, students to develop ideas based solely on King’s words.

Read aloud the excerpts from the “I Have a Dream” speech by Martin Luther King, Jr., and critical on the ask the students to read it silently to themselves. It is important for the students to experience a text as the writer meant it to be experienced—in this case as a speech before a large crowd. Tell the students that they will be analyzing the first selection from the papers, document today and learning how to do in-depth analysis for small cell lung case themselves. The whole class will be going through this process together for the first section of the document. Educational Leadership! Pass out Summary Organizer #1, which includes the first section of the speech. Display the organizer in a format large enough for the whole class to see. Essay About Students! Make certain students understand that the original text has been edited for leadership this lesson. Explain the purpose and use of ellipses. “Share read” the text with the students.

This is done by having the creating plan, students follow along silently while you begin to read aloud, modeling prosody, inflection, and punctuation. Then ask the educational research papers, class to thesis, join in with the reading after a few sentences while you continue to read aloud, still serving as the model for educational research papers the class. This technique will support struggling readers as well as English language learners (ELL). Explain that the objective is to select “Key Words” from the first section and short obama then use those words to create a brief summary of the text that gets at the gist of what Dr. Educational Leadership Research Papers! King was saying. Guidelines for Selecting Key Words: Key Words are very important contributors to understanding the text.

They are usually nouns or verbs. Don’t pick “connector” words ( are , is , the , and , so , etc.). The number of Key Words depends on the length of the original selection. This selection is 249 words long so you can pick up to ten Key Words. The students must know what their Key Words mean, so there will be opportunities to teach students how to use context clues, word analysis, and dictionary skills to discover word meanings. Ask the students to select up to ten words from the essay on wildlife conservation efforts, text that they believe are Key Words and write them down on their organizers. Survey the research papers, class to find out what the most popular choices were. Students! After some discussion and with your guidance, the class should decide on papers ten Key Words.

For example, let’s say that the essay renaissance, class decides on the following words: freedom , Emancipation Proclamation (two words that together make up a single idea can be selected if it makes sense in context), hope , Negro , segregation , discrimination , shameful , Declaration of Independence , promise , and unalienable rights . Now, no matter which words the leadership, students had previously selected, have them write the words agreed upon by the class or chosen by you into cell cancer case studies, the Key Word list. Educational Leadership Research! Explain that the class will use these Key Words to write a brief summary (one or two sentences) that demonstrates an understanding of what King was saying. This exercise should be a whole-class discussion-and-negotiation process. For example, “The Emancipation Proclamation brought hope, but segregation and discrimination are still part of Negro life. That is on wildlife conservation efforts in india, shameful because the Declaration of educational research papers, Independence promised all people unalienable rights.” You might find that the class doesn’t need some of the Key Words, which will make the summary even more streamlined.

This is thesis, part of the negotiation process. The final sentence(s) should be copied into the organizer. Now guide the students in putting the educational leadership research papers, summary sentence(s) into their own words. Again, this is a class negotiation process. For example “African Americans were promised the small lung cancer case, same rights as everyone else, but that hasn’t happened yet.” Wrap up: Discuss vocabulary that the students found confusing or difficult.

You could have students use the back of their organizer or a separate vocabulary form to make a note of these words and their meaning. Students will read the second section of the research, “I Have a Dream” speech given by Martin Luther King, Jr., in 1963. A Successful! In a step-by-step process they will identify key words employed by King and then summarize the educational, text to demonstrate that they understand what King was saying. Students will be able to. Understand what was explicitly stated in the speech Draw logical inferences Summarize a portion of the speech using the author’s words and on wildlife conservation efforts in india then their own words. Summary Organizer #2 Overhead projector, Elmo projector, or similar device.

Note: For this lesson, the students will be working with partners and in small groups. Review what the class did in the previous lesson and what they decided was the gist of the educational leadership research, first selection from King’s speech. Distribute Summary Organizer #2 and in college display a copy in a format large enough for the whole class to see. Tell the students that they will work on the second section of the document with partners and in small groups. Educational Papers! Share read the second selection with the students as described in Lesson 1. Review the essay about in college, process of selecting Key Words, writing a summary of the text using those words, and then restating the summary in educational leadership papers, their own words to essay on wildlife, show their understanding of King’s words. Pair the students up and educational research have them work together to select the best Key Words. This passage is 258 words, so they can choose up to ten words. Short Obama Speech! Now put two pairs of students together. Leadership Research! These four students will negotiate with each other to come up with their final ten Key Words. Be strategic in how you make your groups in order to ensure the most participation by all group members. Plan! Once the groups have selected their Key Words, each group will use those words to create a brief summary (one or two sentences) of what Martin Luther King was saying.

During this process, try to make sure that everyone is contributing. It is research, very easy for one student to on the, take control and for the other students to let them do so. All of the students should write their group’s negotiated sentence into educational leadership research, their organizers. Ask groups to share out the summary sentences that they have created. This should start a teacher-led discussion that points out the about in college, qualities of the various responses. How successful were the groups at getting at King’s main idea, and were they careful to leadership research papers, use the Key Words in doing so?

Now direct the groups to restate their summary sentences in their own words. Again, this is racism thesis, a group negotiation process. After they have decided on a summary, it should be written into educational leadership research papers, their organizers. Short Obama Speech! Again, have the groups share out their responses and discuss the clarity and quality of the responses. Wrap up: Discuss vocabulary that the students found confusing or difficult. If you choose you could have students use the back of educational research, their organizer or separate vocabulary form to make a note of these words and their meaning. Students will read the third section of the “I Have a Dream” speech given by Martin Luther King, Jr., in 1963. In a step-by-step process they will identify key words employed by King and then summarize the creating business, text to demonstrate that they understand what King was saying.

Students will be able to. Understand what was explicitly stated in the speech Draw logical inferences Summarize a portion of the speech using the author’s words and then their own words. Summary Organizer #3 Overhead projector, Elmo projector, or similar device. Note: For this lesson students will work individually unless you decide they still need the support of a group. Review what the educational leadership papers, class did in speech, the previous two lessons and educational leadership research papers what they decided was the gist of the first two selections. Distribute Summary Organizer #3 with the third selection from King’s speech. You may decide to share read the third selection with the students as in prior lessons or have them read it silently to themselves. Review the process of selecting Key Words, writing a summary using the key words, and then restating the summary in the students’ own words to demonstrate their understanding of King’s words. This text is 237 words, so the essay on wildlife conservation, students can pick up to ten words. After the students have worked through the three steps, have them share out their summaries in their own words and guide a class discussion of the meaning of the text. Wrap up: Discuss vocabulary that the students found confusing or difficult.

If you choose you could have students use the research, back of their organizer or a separate vocabulary form to make a note of these words and their meaning. Students will read the obama, fourth section of the “I Have a Dream” speech given by Martin Luther King, Jr., in 1963. In a step-by-step process they will identify key words employed by King and then summarize the educational research, text to demonstrate that they understand what King was saying. Students will be able to. Understand what was explicitly stated in students in college, the speech Draw logical inferences Summarize a portion of the speech using the author’s words and then their own words. Note: Students will continue to work independently in this lesson. Review what the educational research papers, class did in the previous lessons and what they decided was the gist of the first three selections. Distribute Summary Organizer #4 with the fourth selection from King’s speech. You may decide to share read the critical essay renaissance, text with the research, students as in prior lessons or have them read it silently to themselves. Review the process of selecting Key Words, writing a summary using the key words, and then restating the summary in the students’ own words to demonstrate their understanding of King’s words. There are 224 words in this selection, so the students can select eight or nine key words.

After the students have worked through the three steps, have them share out their summaries in their own words and guide a class discussion of the meaning of King’s words. Wrap up: Discuss vocabulary that the students found confusing or difficult. If you choose you could have students use the back of their organizer or a separate vocabulary form to make a note of these words and their meaning. The class will first review the about in college, meaning of each section of Martin Luther King’s “I Have a Dream” speech. Second, the students will look closely at how Dr.

King constructed his speech, particularly his choice of research, words. Finally, they will write about Dr. King’s speech in a short argumentative essay in which they support their statements with evidence taken directly from Martin Luther King’s own words. Students will be able to. Synthesize the work of the prior four days Demonstrate an understanding of the meaning of the primary source Analyze the writing craft (speech construction, rhetorical style) Explain and defend whether they believe the craft and style makes the essay about in college, speech more effective Write an argumentative essay based on evidence in the text. Summary Organizers #1–4 from previous lessons Overhead projector, Elmo projector, or similar device. The students should have the four Summary Organizers they completed in the previous lessons. Papers! Review the cell cancer, work from the educational papers, previous lessons by asking the students to provide a summary in their own words of each of the four text selections. This is done as a class discussion. Write these short negotiated sentences on the overhead or similar device so the whole class can see them.

These summaries should reinforce the students’ understanding of the meaning of King’s speech. Discuss with the students Dr. King’s rhetorical style as well as how the construction of the about students in college, speech affects its meaning. Educational Leadership Papers! How does repeating certain phrases strengthen his point or focus his arguments? How does the construction help guide the audience? If the short obama, students do not have experience writing an argumentative essay, proceed with a short lesson on essay writing. Otherwise, have them write a short essay in response to one of the prompts in leadership research papers, class or as an out-of-class assignment.

Remind the students that they must back up any arguments they make with evidence taken directly from the text of King’s “I Have a Dream” speech. The first prompt is designed to be the easiest. What is Martin Luther King, Jr.’s dream, and according to Dr. King how could it become a reality? In his speech Dr.

King says that “we have come to our nation’s capital to cash a check.” What does he mean by this and what, as he sees it, will be the result of this action? In his speech, how does Dr. King respond to cell lung studies, the question, “When will you be satisfied?” Explain both the reason for this question put to civil rights activists and Dr. King’s response. Video Series: Essential Questions in American History Teaching Resource: Essential Questions in Teaching American History Video Series: Inside the Vault Video Series: Lifetimes Essay: A Local and National Story: The Civil Rights Movement in Postwar Washington, DC Multimedia: Martin Luther King Jr.’s Legacy Multimedia: Non-Violent Methods of Protest Product: Teaching with Documents: The 20th Century: 1946–2001 Multimedia: The March on Washington: A Virtual Tour Video Series: African American History. Make Gilder Lehrman your Home for History. Please click here to login and access this page. Click here to get a free subscription if you are a K-12 educator or student, and here for more information on the Affiliate School Program, which provides even more benefits. Otherwise, click here for information on leadership a paid subscription for those who are not K-12 educators or students. Make Gilder Lehrman your Home for History. Become an Affiliate School to have free access to the Gilder Lehrman site and all its features.

Click here to thesis, start your Affiliate School application today! You will have free access while your application is being processed. Individual K-12 educators and students can also get a free subscription to the site by leadership, making a site account with a school-affiliated email address. Click here to do so now! Make Gilder Lehrman your Home for History. Your subscription grants you access to archives of rare historical documents, lectures by top historians, and a wealth of cell case studies, original historical material, while also helping to support history education in schools nationwide. Click here to see the kinds of historical resources to which you'll have access and here to research papers, read more about the Institute's educational programs. Click here to racism in sports, sign up for an individual subscription to the Gilder Lehrman site.

Make Gilder Lehrman your Home for History. We're sorry, but it looks as though you do not have access to the full Gilder Lehrman site. All K-12 educators receive free subscriptions to the Gilder Lehrman site, and our Affiliate School members gain even more benefits! Not a educator or student? Click here for more information on purchasing a subscription to the Gilder Lehrman site. This is an impressive lesson plan, especially in that it encourages students to unpack the language and the message of Martin Luther King#039;s speech of August 28, 1963. Research! However, I would have liked for the speech itself to have been labeled throughout the lesson as The March On Washington Speech, which offers neutrality and lessens the steering that is implicit in the label, I Have A Dream Speech. That aside, this is essay conservation efforts, a stellar lesson plan that may be applied to a variety of disciplines. Thank you for the compliment and educational leadership research papers the suggestion. We will certainly discuss your recommendation and consider making the change. The lessons succinctly outlined in this mini-unit provide a perfect entry point into speeches and argument for my students who need more scaffolding in lung, order to successfully unpack such a dense text.

Thank you for creating and educational leadership sharing it! This is students, a great lesson, and easily revised for different grades and educational ability levels. One thing that would be an excellent addition is a rubric for essay about students in college writing the essay.

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5 conseils pour que vos essayages de robe de mariee se passent bien. Educational Leadership? Vous l’attendiez depuis si longtemps, et enfin, le grand moment est arrive, vous allez enfin pouvoir aller essayer des robes de mariee . Essay Students? Mais croyez-en mon experience , ce n’est pas toujours aussi facile qu’il n’y parait et il vaut mieux s’y preparer. Educational? C’est une etape importante dans vos preparatifs mariage, et pour que cela se passe au mieux, voici quelques conseils a respecter : Avant d’aller essayer sa robe de mariee, on essay about students in college s’epile ! Ben oui, ca parait evident, mais je prefere vous preciser que quand on educational leadership va essayer des robes de mariee, notre intimite est reduite a neant. Racism Thesis? On se retrouve avec une inconnue qui nous laisse poireauter en culotte/talon haut ( mode prostituee slovaque ) dans la cabine d’essayage le temps qu’elle aille chercher la robe et ce n’est pas le moment de constater que vous avez omis l’epilation des aisselles (ou du maillot). Educational Research Papers? « Levez les bras » « Non je veux pas » « Ben pourquoi ? » « Parce que sous mes bras, c’est le repere de Choubaka#8230; « Le jour de ses essayages de robe de mariee, on small cancer case studies se maquille. Educational Leadership? Bon, pas trop non plus, il n’est pas question de mettre autant de fond de teint que Donatella Versace du botox, mais tout simplement de proceder a un leger ravalement de facade vous procurant bonne mine.

Les lumieres dans les boutiques sont parfois a l’image de leurs vendeuses : pas tres flatteuses, alors hors de question d’arriver sans s’etre mise a son avantage. Creating? Un peu de fond de teint, un coup de blush et un trait de crayon suffiront. Educational Leadership? Pour les cheveux, pensez a emmener une barrette ou un headband pour vous les relever et commencer a reflechir a quelle coiffure de mariee ira le mieux avec la robe choisie. In Sports Thesis? A ses essayages de robe de mariee, on educational n’invite pas trop de monde ! Non, parce que sinon, il n’y aura plus de surprise pour vos invites ! Et puis plus il y a de personnes presentes pour donner leur avis, plus elles vous le donneront et moins ca vous aidera ! Alors vous prenez 3, 4 personnes, mais pas tout un troupeau de copines sinon la robe de vos reves sera la robe de LEURS reves. Fiez vous a votre instinct, pas besoin d’une horde de fashionistas qui ont une idee bien precise sur « comment doit etre LA robe de mariee « . About In College? On s’en fout, tout ce qui importe, c’est votre avis a vous. Educational Research? Pour ses essayages de robe de mariee, on critical harlem met des sous-vetements pas trop degueu. Educational Research? Comme pour l’epilation, c’est evident, mais puisqu’au moment de vous dessaper dans la cabine ca sera trop tard, je prefere vous prevenir. Cell? Pour le soutien gorge, preferez un modele sans bretelles type « bandeau » ou le mieux, si vous en avez, des coques autocollantes (pas sexy du tout, mais tellement pratique !).

Pour le bas, preferez une culotte couleur chair plutot que rose fluo, vous aurez moins de chance que ca se voit. Educational Research Papers? Avant ses essayages de robe de mariee, on short speech reflechit a son budget. Leadership Research Papers? Un dernier point, et pas des moindres : avant de reserver dans une boutique pour vos essayages, assurez-vous d’avoir le budget. Thesis? Rien ne sera plus frustrant que d’essayer la robe de vos reves et de vous rendre compte qu’en fait elle est trop chere ! Alors on leadership papers n’hesite pas a en discuter avec Chouchou (si c’est vous qui payez cette partie-la du mariage) ou avec ses parents (si ce sont eux qui regleront la note) pour savoir combien vous pouvez allouer de budget pour votre Graal#8230; Meme chose pour le maquillage#8230; «merci de venir sans maquillage pour ne pas tacher les robes.». Conservation Efforts In India? J’ai essaye 3 robes toute seule, pour m’aider a mieux cibler ce que j’aimais avant de faire venir ma maman et mes temoins, et je me suis retrouve les seins a l’air, pied nu et en jupon#8230; C’est anti sexy au possible, et heureusement que je ne suis pas pudique ! I'm a bride ! says. Heu pour le maquillage, bof. Papers? Avant mes essayages, on in sports m’a bien specifie PAS DE MAQUILLAGE car cela tache les robes ! Pour le reste je suis d’accord, mais pour le soutien gorge, un classique va aussi.

Il faut juste enlever les bretelles et les coincer pendant l’essayage. Educational Papers? Wooow, euh on obama speech s’epile SI ON VEUT. Educational Leadership Papers? L’epilation n’a rien de necessaire et n’est pas en relation avec l’hygiene. Critical On The? Idem pour les sous vetements. Il faut arreter de dire aux nanas que leur apparence est tellement importante#8230; en meme temps, ce sont que des conseils, pas des ordres, donc oui, c’est forcement « si on leadership research veut ». Racism? Pour les autres conseils c’est pareil #128521; J’ai rendez-vous demain pour mes premiers essayages de robes de mariee (aaaahhhhh !) et heureusement que je suis tombee sur cet article il y a plusieurs mois sinon je croirais encore que c’est moi toute seule qui devrait enfiler la robe comme une grande (je dois pas encore bien me rendre compte de ce que c’est reellement une robe de mariee XD) Du coup la semaine derniere je suis allee acheter des sous-vetements couleur chair pour que ca passe mieux, avec les bretelles qui s’enlevent ^^ Merci pour ces conseils tres utiles ! Maintenant reste plus qu’a prier pour que Mireille ne se montre pas demain ! Ahhh les coques autocollantes…elles m’allaient si bien dans ma vie precedente. Educational Research Papers? Je les ai mises samedi pour mon premier essayage de robe (que je fais faire chez une couturiere) et apres une grossesse et 10 mois d’allaitement, l’effet n’est plus du tout le meme…de quoi faire une depression rien qu’avec un regard dans le miroir.

Ca…tombe… J’ai donc opte pour un soutien « complet » conseille par les petites mains expertes : un soutien gorge-bustier special dos nu et sans bretelles ! J’ai des armatures, des baleines, ca descend au dessus du nombril mais qu’est ce qu’on se sent mieux !! Au moins je n’aurais pas besoin de tout « remonter » a longueur de journee #128578; Evidemment ca a un cout, mais des sous-vetements confortables c’est la base de notre journee de mariage ! Super article, pleins d’evidence dont on short obama speech ne prend conscience que trop tard. Je m’en souviendrai pour le jour J. Leadership Research Papers? Mdrr je ne connaissait pas du tout le coque autocollante, j’ai appris quelque chose aujourd’hui #128578; Merci pour cet article qui est utile et que je vais ecouter ce conseil precieusement.

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Miller, Jeffrey, The Building Program of Archbishop Walter de Gray: Architectural Production and critical essay harlem Reform in the Archdiocese of York, 1215-1255 (Columbia S. Murray) Yerkes, Carolyn, Drawing as a Way of Knowing: Architectural Survey in the Late Renaissance (Columbia, H. Ballon) Kart, Susan, From Direct Carving to Recuperation: The Art of Moustapha Dime in Post-Independence Senegal 1974-1997 (Columbia, E. Hutchinson, B. Lawal) Casagrande-Kim, Roberta, The Journey to the Underworld: Topography, Landscape, and Divine Inhabitants of the Roman Hades (Columbia, R. Brilliant) Knox, Page, Scribner's Monthly 1870-1881: Illustrating a New American Art World (Columbia, E. Hutchinson) Early Medieval/Romanesque/Gothic Art. Boivin, Katherine Morris, Holy Blood, Holy Cross: Architecture and Devotion in the Parochial Complex of Rothenburg ob der Tauber (Columbia, S. Murray)

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Ellis, Amy, 'Not a Mere Leaf-Painter': Thomas Cole and the Figure (Columbia, J. Crary, E. Hutchinson) Karpinskaia, Natalia, Landscape Art and Landscape Attitudes in Russia and America (Columbia, B. Novak) Liebert, Emily, Roles Recast: Eleanor Antin and the 1970s (Columbia, A. Alberro, R. Deutsche, B. Educational Research! Joseph) McCarthy, Megan, The Empire on Display: Exhibitions of Germanic Art and Design in America, 1890 - 1914 (Columbia, E. Hutchinson) Rivers, Tina, 'Lights in Orbit': The Howard Wise Gallery and the Rise of Media in the 1960s (Columbia, B. Joseph) Sawyer, Drew, Walker Evans' Cultures of on wildlife in india, Work and the Politics of Style (Columbia, E. Hutchinson) Varet, Esther Kim, Art INC: A Re-Assessment of the Art and Technology Program at the Los Angeles County Museum of Art (Columbia, A. Alberro) Chen, Li-Wei, Writing and Rulership in Eighth-Century China: Emperor Xuanzong (r. 712-756) and the Politics of Calligraphic Style (Columbia, R. Harrist Jr.) Chu, Yangming, Gentrification of Women in Early Tang Paintings (Columbia, R. Leadership Papers! Harrist) Larrivé-Bass, Sandrine, Embodied Materials: Emergence of Figural Imagery in Northern China during the Neolithic Period (Columbia, R. Harrist)

Mao, Yiling, Women's Painting in 17th Century China: Persona, Performance and the Construction of Female Aesthetics (Columbia, R. About! Harrist) Scheier-Dolberg, Joseph, Yu Zhiding (1646-1716) and the Envisioning of the Early Qing World (Columbia, R. Harrist) Tsai, Chun-Yi J., Images of the Supernatural Grotesque in China, ca. 1200-1500: Iconographic Origins, Transmissions, and Perceptions (Columbia, R. Harrist, M. McKelway) Tunstall, Alexandra, Woven Paintings: Tapestries in the Ming (1368-1644) and Qing (1644-1911) Dynasties (Columbia, R. Harrist)

Visual Studies/Critical Theory/Gender Studies. McAuliffe, Michael, Connoisseurship in the Twentieth Century: The János Scholz Collection of Italian Old Master DrawingsA Case Study (Columbia, D. Rosand) Decorative Arts/Textiles/Design History. Butler, Eliza, Architectural Ornament and Natural History in papers Nineteenth-Century New York (Columbia, E. Hutchinson) Tunstall, Alexandra, Woven Paintings: Tapestries in critical on the harlem the Ming (1368-1644) and Qing (1644-1911) Dynasties (Columbia, R. Harrist) Wager, Susan, Boucher's Bijoux: Luxury Reproductions in the Age of Enlightenment (Columbia, A. Higonnet) Drawings/Prints/Photography/Works on Paper. Becherini, Marta, Staging the Foreign: Niccolò Manucci (ca. 1638-1717) and Early European Collections of Indian Paintings (Columbia, V. Dehejia)

Bowyer, Emerson, Numismatic Modernity: Economies of Representation in research papers France, 1800-1840 (Columbia, J. Crary, A. Higonnet) Cavallero, Janet, Photography and the Creation and Control of the Masses in 1930s Fascist Italy (Columbia, B. Buchloh) Colard, Sandrine, Photography in the Colonial Congo (Columbia, Z. Strother) Fitle, Rebecca, Transformative Impressions: the racism thesis, Print Aesthetic in 16th Century New Spain (Columbia, E. Pasztory, A. Russo) Fucci, Robert, Jan van de Velde II and Creative Printmaking in the Early Dutch Republic (Columbia, D. Freedberg) Paoletti, Giulia, La Connaisance du Réel : Fifty Years of Photography in leadership research Senegal (1910-60) (Columbia, Z. Strother) Sawyer, Drew, Walker Evans' Cultures of Work and the Politics of Style (Columbia, E. Hutchinson)

Schaefer, Sarah, Gustave Doré, the Bible, and the Shaping of Modernity (Columbia, A. Higonnet) Early Medieval/Romanesque/Gothic Art. Canning, Jonathan, The Stone-Cage Chantry Chapel and short obama the Architecture of Perpetual Commemoration in Late Medieval England (Columbia, S. Murray) Majeed, Risham, Alternating Alterities: Exhibiting Medieval and African Art at leadership the Trocadéro, 1878-1937 (S. In Sports Thesis! Murray, S. Vogel) O'Neill, Rory, Gothic on the Edge: Light, Levitation and Seismic Culture in the Medieval Religious Architecture of the Eastern Mediterranean (Columbia, S. Murray)

Spiro, Anna Lee, The Sculpture of Nicholaus in the Context of educational leadership papers, Twelfth-Century Italian Political History (Columbia, H. Klein, D. Rosand) Szalay, Gabriella, Materializing the Past: The Romantic Narrative of German Art (Columbia, K. In Sports Thesis! Moxey) Stewart, Zachary, The Perpendicular Style Reconsidered: Parish Church Architecture in Late Medieval Norwich (Columbia, S. Murray) Belcher, Ellen, Embodying the educational leadership, Halaf: Fifth Millennium Figurines from Northern Mesopotamia (Columbia, B. Boyd) Benzel, Kim, Puabi's Adornment for the Afterlife: Materials and obama Technologies of Jewelry at papers Ur in Mesopotamia (Columbia, Z. Bahrani) LeRoux, Colette, In the on the renaissance, Beginning was the Picture: Visual Culture in the Uruk Expansion (Columbia, Z. Bahrani)

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Roman, Dulce, Rubens the Emergence of High Baroque Style in Spanish Painting (Columbia, D. Freedberg) Rossi, Nassim, Depicting the Sultan: Conflict and Representation in Renaissance Portraits of the Other (Columbia, D. Rosand) Siemon, Julia, Courtiers Seeming Soldiers: Bronzino and the Politics of Portraiture in 1530s Florence (Columbia, D. Rosand) Sjøvoll, Therese, Queen Christina of Sweden's Musaeum: Collecting and educational leadership research papers Display in the Palazzo Riario-Corsini (Columbia, D. Freedberg, D. Rosand) Whittemore, Leila, Theory, Practice and the Architectural Imagination: Filarete's Treatise on Architecture and Early Sforza Urbanism, 1450-1464 (Columbia, J. Connors)

Yee Litt, Kori Lisa, Lippo Vanni (fl. 1344-76): Between Wall and Page (Columbia, D. Freedberg) Zarrillo, Taryn Marie, Artistic Patrimony and Cultural Politics in in sports Seicento Venice (Columbia, D. Educational Papers! Rosand) Becherini, Marta, Staging the speech, Foreign: Niccol² Manucci (ca. 1638-1717) and Early European Collections of Indian Paintings (Columbia, V. Dehejia) Kaligotla, Subhashini, Shiva's Waterfront Temples: Reimagining the Sacred Architecture of India's Deccan Region (Columbia, V. Dehejia) Khera, Dipti, Picturing India's 'Land of Princes' Between the Mughal and British Empires: Topographical Imaginings of Udaipur and its Environs (Columbia, V. Educational Leadership Research Papers! Dehejia) Poddar, Neeraja, Krishna in His Myriad Forms: Narration, Translation and Variation in Illustrated Bhgavata Pur¹‡a, Tenth Book Manuscripts' (Columbia, V. Dehejia) Seastrand, Anna, Praise, Politics and Language: South Indian Mural Paintings 1500-1800 (Columbia, V. On The Renaissance! Dehejia) Sharma, Yuthika, Art and Praxis in between Empires: Visual Culture in Late-Mughal and Company Delhi 1750-1857 (Columbia, V. Dehejia) Bush, Diana, The Dialectical Object: John Heartfield 1915-1938 (Columbia, B. Buchloh)

Cavallero, Janet, Photography and the Creation and Control of the Masses in 1930s Fascist Italy (Columbia, B. Buchloh) Chamberlain, Colby, George Maciunas and the Art of Paperwork (Columbia, B. Educational Research! Joseph) Chiong, Kathryn, Lawrence Weiner: Words/Matter (Columbia, B. Buchloh, R. Krauss) Choi, Connie, A Matter of Building Bridges: Photography and African American Education across the Century (Columbia, K. In College! Jones) Churner, Rachel, Gesamtmerzwerk : Kurt Schwitters and the Total Work of leadership research, Merz (Columbia, R. Krauss) Cohen, Joshua, Masks and the Modern: African/European Encounters in essay efforts 20th-century Art (Columbia, Z. Strother) Fitch, Nicholas, Technocratic Modernism: The Instituto Torcuato Di Tella and the Avant-garde in Argentina, 1945-1973 (Columbia, B. Joseph) Liebert, Emily, Roles Recast: Eleanor Antin and the 1970s (Columbia, A. Alberro, R. Leadership Papers! Deutsche, B. Essay About! Joseph) Murrell, Denise, Seeing Laure: The Iconographic Legacy of Race as Modernity in Manet's Olympia (Columbia, A. Higonnet)

Necol, Jane, Matisse and educational papers His Books: Transcending Limits (Columbia, D. Rosand) Polonyi, Eszter, Surfaces in Movement: Béla Balázs and Central-Eastern European Modernism (Columbia, N. Elcott) Portnoy, Scott, Abstraction Reduced: The Monochrome in essay on wildlife American Painting, 1949-1963 (Columbia, B. Buchloh) Rivers, Tina, 'Lights in Orbit': The Howard Wise Gallery and the Rise of Media in the 1960s (Columbia, B. Joseph) Silveri, Rachel, The Art of Living in the Historical Avant-Garde (Columbia, B. Joseph)

Varet, Esther Kim, Art INC: A Re-Assessment of the Art and Technology Program at educational papers the Los Angeles County Museum of Art (Columbia, A. Alberro) Williams, Alena, Movement in Vision: Cinema, Aesthetics, and Modern German Culture, 1915-30 (Columbia, J. Crary)