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Pre-school aged children, those in the first five years of life, are at higher risk than older populations of exposure to potentially traumatic experiences and are more vulnerable to developing adverse psychological outcomes in response to trauma, including development of trauma-related dissociative symptoms. Despite the availability of books, articles, and symptom checklists regarding childhood dissociation, there is still little understanding or recognition among clinicians of how to assess and treat dissociative symptoms in traumatized pre-school aged children. Likewise, many well-established treatment protocols for traumatized children, such as Child Parent Psychotherapy (CPP), fail to acknowledge or address trauma-related dissociative symptoms. The literature that exists regarding risk, prevalence, and impact of trauma-related dissociation in very young children may reveal an alarming gap in the field of early childhood trauma treatment. The aim of this dissertation is to (1) examine the literature in the areas of early childhood trauma and resulting dissociative symptoms in very young children, (2) evaluate current treatments of early childhood traumatization, including CPP, (3) critically examine the extent to which CPP neglects to address trauma-related dissociation, (4) review the existing literature regarding the evaluation and treatment of dissociative young children, and (5) propose a modification for the CPP model of treatment for dissociative pre-school aged children and their caregivers based on this literature.

Jennifer Caplan discusses teaching the Introduction to Jewish Studies course at three very different institutions and considers how she changed the course for different kinds of students, from “heritage” students to those from under-recruited populations. She examines the problem of the classroom as a confessional space where non-heritage learners might lose interest and shut down, and analyzes which aspects of Jewish culture and tradition and which readings are most appropriate for each class's mix. Caplan answers fundamental questions such as Who are we as teachers? How do we teach? and What is the learning environment like? The article includes two sample syllabi.

Jewish humor is a well-known, if ill-defined genre. The prevalence and success of Jewish comedians has been a point of pride for American Jews throughout the twentieth and twenty-first centuries. What I undertake in this dissertation is to isolate one particular form of humor—namely satire—and use it as a way to analyze the changing relationship of American Jews to traditional religious forms. I look at the trends over three generations, the third generation (who came of age in the 40s and 50s), the Baby Boom generation (who came of age in the 60s and 70s) and the contemporary generation (who came of age in the 80s and 90s). When the satire produced by each generation is analyzed with the depiction of Judaism and Jewish practices in mind a certain pattern emerges. By then reading that pattern through Bill Brown’s Thing Theory it becomes possible to talk about the motivations for and effects of the change over time in a new way. What the analysis revealed is that the third generation related to Judaism as a Thing, which in Brownian terms means it no longer functioned. Some, like Woody Allen and Joseph Heller actively promulgated that way of breaking free from the shackles of piety. Others, like Philip Roth and Bernard Malamud saw the turning of Judaism into a Thing as establishing dangerous precedents for inter-Jewish relationships. The Baby Boom generation lacked their own take on the turning of Judaism into a Thing; early on they matched the third generation, later they matched the contemporary generation. And the contemporary generation, rather than being content with the Judaism-Thing they inherited reversed the process, injecting new life and new purpose into Jewish practices in their texts.

The synthesis of Ru 2 ( -O 2 CR) 4 ( ´-O 2 CR) (1) , R = -CH 2 (CH 2 ) 6 CH=CH(CH 2 ) 5 CH 3 , has been achieved and characterization using elemental analysis and FTIR and UV-Vis spectroscopies undertaken. Strong evidence for a hexagonal discotic mesophase has been found using differential scanning calorimetry, variable-temperature polarizing optical microscopy, and X-ray powder diffraction. A solid to liquid crystal transition was found upon heating at 128°C and the mesophase is found to persist to room temperature upon cooling from 150°C. This is the first report of room temperature mesomorphism in a mixed-valent metallomesogen. Key words: ruthenium carboxylate, liquid crystal, metallomesogen, mixed valence, polymer.