SACM - United States of America
Permanent URI for this collectionhttps://drepo.sdl.edu.sa/handle/20.500.14154/9668
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Item Restricted VOCATION, EDUCATION, AND MARRIAGE IN NOVELS BY GEORGE ELIOT, CHARLOTTE BRONTË, AND ANNE BRONTË(Indiana University of Pennsylvania, 2025) Alazmi, Miad; Michael T. WilliamsonThis dissertation intends to pose a question that links an important nineteenth-century theory of education with literary works: how John Ruskin’s educational theories offer new insights into exploring the intellectual growth of Victorian women as shown in George Eliot's The Mill on the Floss (1860), Anne Brontë's Agnes Grey (1847), and Charlotte Brontë's Jane Eyre (1847), Shirley (1849), and Villette (1853). The study compares the novelists’ educational views with Ruskin’s theory and the ideologies that form its base to develop a counter-narrative to traditional feminist critiques of these texts. Drawing on Clare Carlisle’s analysis of vocation and marriage and Ruskin’s view on education, the study explores how the themes of vocation, education, and marriage intersect to shape each female protagonist’s journey toward a fulfilling intellectual life. While feminist critics such as Elaine Showalter, Sandra Gilbert, Susan Gubar, and Sally Shuttleworth have focused on gender constraints and patriarchal repression, this dissertation revisits the selected novels through the lens of vocation and education as intellectual and moral callings. Carlisle’s readings offer a more nuanced framework in which marriage and vocation are not only sites of conflict but also potential spaces for growth. Ruskin’s educational philosophy particularly in Sesame and Lilies and The Ethics of the Dust emphasizes a curriculum that develops both intellect and character, proposing an educational vision that, while gendered, urges moral and mental refinement for women. Through examining how the selected heroines capitalize on education to discover and pursue their vocations and redefine marriage as a site of mutual development, the study argues that these women novelists not only portray the limitations of their time but also envision education as a pathway toward intellectual agency. Thus, the dissertation highlights how Eliot, Anne Brontë, and Charlotte Brontë challenge traditional gender norms and participate in a broader philosophical discourse on women's intellectual lives during the Victorian period.6 0Item Restricted Analysis of Current Status of Foreign Trained Dentist (FTD) in the United States of America – Survey from Orthodontic Residents(Jacksonville University, 2024-08-02) Abdullah, Mohammed; Sawsan, TabbaaObjectives: This study aimed to compare US-trained residents (USTRs) and foreign-trained dentists (FTDs) in orthodontic residency programs across various dimensions of their educational and professional journeys. Methods: A 19-item survey was administered to 102 orthodontic residents from an accredited program, covering pre-orthodontic residency, application and residency, post-residency, and demographic information. Statistical analysis, including Fisher-Exact tests and logistic regression, was performed to identify differences between the two groups. Results: Results revealed significant disparities in financial support, with FTDs more likely to receive family or government aid and have no student loan debt, while USTRs relied heavily on US federal student loans. FTDs were more likely to have pre-residency orthodontic experience, whereas USTRs often entered residency directly after dental school. Both groups valued class rank and clinical experience in applications, but USTRs emphasized personality and interpersonal skills more. Postresidency career aspirations differed, with FTDs leaning towards corporate dentistry and part-time academia, while USTRs preferred private practice associateship. Conclusion: The study concludes that these differences have important implications for developing inclusive educational policies, ensuring equitable access to orthodontic education, and fostering a diverse orthodontic workforce.26 0Item Restricted Investigating the Effects of Augmented Reality and Interactive Technologies on Learning and Engagement in Preschool Education(University of Dayton, 2024-05-03) Alnfisah, Moneera; Adams, ShaunaIn this qualitative study, we examined the effects of augmented reality (AR) and physical-digital interaction in educational applications on preschoolers' engagement, skill development, and collaborative learning in the classroom. Drawing on Creswell's (2018) systematic method, the research design included immersive participant observation and semi-structured interviews to document the lived experiences of young learners using the Osmo Genius Kit. The study, conducted across three varied preschool classrooms affiliated with a Midwestern university, included a representative sample of children aged 3 to 5 years, allowing for a thorough examination of AR's complex influence in early childhood education. This methodology allows us to address the research questions and gain a thorough grasp of how AR technology can be used to improve education in preschool settings.71 0