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This thesis investigates the distinctive ways in which personal names were integrated into the textual and iconographic programme of an ancient Egyptian funerary complex: that of 6th Dynasty vizier Mereruka Meri and his family. The name (rn) was a principal part of the ancient Egyptian person—which also incorporated the body, heart, the kA, and the bA—and the tomb was the primary site for the monumental memorialisation of these aspects of the self. In the context of the ancient Egyptian tomb, the survival of the name was achieved through inscribing it in stone and reaffirming it in speech, thus ensuring that the essence of the deceased lived in the memory of others. The tomb was also a site in which dependants and people associated with the deceased had their names memorialised, either as named figures which were part of the planned reliefs, or which were added (in the manner of ‘graffiti’) to the reliefs sometime after the completion of the tomb’s decoration. This thesis approaches Old Kingdom onomastics from a socio-linguistic and anthropological perspective. The primary enquiry that this thesis seeks to address is how a name’s meaning was materialised in an ancient Egyptian commemorative monument. This is achieved, firstly, by examining the possible meanings in names themselves, with careful attention to the ways in which names communicated the social, geographic, and temporal context (‘deixis’) of their referents. It is secondly achieved through studying the ways in which inscribed names were situationally embedded and contextually bound by the wider visual and architectural setting of the tomb space. Ultimately, I argue that the meanings and orthographies of ancient Egyptian personal names were affected by the ritual space(s) in which they were inscribed.

Distance learning students at a community college in the southeast United States were not completing their coursework as well as were students enrolled in traditional courses. This disparity was negatively affecting the institution's state performance measures, putting at risk the institution's state-based funding under the state's performance model. The purpose of this qualitative, bounded case study was to explore faculty experiences with online course professional development and faculty's teaching practices related to successful student online course completion. Chickering and Gamson's "Seven Principles for Good Practice in Undergraduate Education" served as the study's conceptual foundation. Distance learning faculty (n = 10), who taught online courses for at least 10 years, and students (n = 7) who had completed at least a single online class, volunteered to participate in semi-structured interviews. Observations of online courses taught by faculty participants were also conducted. The data collected were analyzed using thematic analysis and data were open coded to determine categories and emerging themes. The results of the data analysis identified 4 key themes: preparing faculty to teach online, engaging students in the online classroom, course design and delivery, and supporting and advising students. Based on the findings, a training course was designed to assist faculty in learning to engage, advise, and provide better support services to students in the online classroom. These endeavors may contribute to social change by providing faculty training and support to improve completions rates for community college students in online courses. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]