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Pages
- Title
- ¹³C nuclear magnetic resonance studies of 2-aryl-2-nonbornyl cations
- Creator
- Lam, Bing Lun
- Date
- 1973
- Collection
- Electronic Theses & Dissertations
- Title
- ¹⁴N(p, p') at 29.8, 36.6, and 40.0 MeV and the strength of the tensor force in nuclear reaction
- Creator
- Fox, Stanley Haim, 1942-
- Date
- 1972
- Collection
- Electronic Theses & Dissertations
- Title
- Ý decay and isomeric studies of proton rich nuclei near the endpoint of the rp-process
- Creator
- Becerril Reyes, Ana Delia
- Date
- 2012
- Collection
- Electronic Theses & Dissertations
- Description
-
Neutron-deficient nuclei in the vicinity of the N = Z = 50 doubly-magic shell closure were produced at the National Superconducting Cyclotron Laboratory to study their structure and their relevance in the astrophysical rp-process. The 100Sn nucleus is the heaviest particle-stable N = Z nucleus, and it is also thought to be doubly magic. Additionally, 100Sn and its closest neighbors lie in the path of rp-process, therefore, the production and study of the decay properties of these nuclei are...
Show moreNeutron-deficient nuclei in the vicinity of the N = Z = 50 doubly-magic shell closure were produced at the National Superconducting Cyclotron Laboratory to study their structure and their relevance in the astrophysical rp-process. The 100Sn nucleus is the heaviest particle-stable N = Z nucleus, and it is also thought to be doubly magic. Additionally, 100Sn and its closest neighbors lie in the path of rp-process, therefore, the production and study of the decay properties of these nuclei are of great interest for the experimental and theoretical nuclear physics and astrophysics community.Previous attempts to produce these nuclei were hampered by large amounts of contaminants produced with higher abundances than those of the nuclides of interst. The Radio Frequency Fragment Separator (RFFS) was designed and built at the NSCLin order to purify rare neutron-deficient secondary beams. The implementation of this device has made a number of beta-decay experiments feasible at the NSCL. The experiment described in this work (NSCL Experiment 07034) was the second one to utilize the RFFS to successfully determine beta-decay half-lives, beta-delay proton emission branching ratios and beta-delayed gamma spectroscopy.The nuclei of interest were produced at NSCL via fragmentation of a 112Sn primary beam accelerated to 120 MeV/nucleon, impinging on a 9Be target. The secondary beam was first selected by the A1900 Fragment Separator and purified further with the RFFS. The N = Z nuclei 100Sn, 98In and 96Cd were produced and their beta decaywas studied. The observed production cross sections of these nuclei are lower than predicted by factors of 10-30. Their beta-decay half-lives were found to be 0.55(+0.70 -0.31) s for 100Sn, 0.66(40)s for an isomeric state in 98In, and 47(13) ms for its ground state,and 1.03 (0.2)s for 96Cd. The experimental determination of the half-life of 96Cd was of special interest as it was the last rp-process waiting point to be measured. The effect of the half-life of 96Cd on the nuclear abundances produced by an rp-process and the origin of the light-p nucleus 96Ru were explored.Other exotic nuclei produced in Experiment 07034 include 101Sn, 100,99In, 98,97Cd, 96,95,94Ag, 94,93,92Pd, 92,91Rh and 90,91Ru. For the cases with sufficiently high statistics their beta-decay half-lives were determined and compared with previous measurements and theoretical predictions. Several isomeric states were found andtheir decay modes analysed. In particular, a new microsecond isomer decaying by a gamma cascade was observed in 96Ag for the first time and the level scheme of this nucleus is presented, together with the results of two shell-model calculations performed within the (p1/2g9/2) and (p3/2p1/2f5/2g9/2) model spaces, respectively. It was found that the shell model calculation with the larger model space reproduced level energies and isomeric decay half-lives reasonably well.
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- Title
- “AM I RACIST OR ARE MY ACTIONS RACIST?” : EXPERIENCES OF FOUR MUSIC EDUCATORS WHO LEARN ABOUT CRITICAL RACE THEORY
- Creator
- Lewis, Amy Belinda
- Date
- 2021
- Collection
- Electronic Theses & Dissertations
- Description
-
In this study, I critically examined the experiences of four music teachers who learned about critical race theory (CRT) in a professional learning community (PLC) in an effort to enhance teachers’ understandings of race and racism in music education. The participants engaged in readings, online reflections, discussions, and interactive lectures based on the five central CRT tenets: counternarratives, ordinariness, Whiteness as property, intersectionality, and interest convergence. The...
Show moreIn this study, I critically examined the experiences of four music teachers who learned about critical race theory (CRT) in a professional learning community (PLC) in an effort to enhance teachers’ understandings of race and racism in music education. The participants engaged in readings, online reflections, discussions, and interactive lectures based on the five central CRT tenets: counternarratives, ordinariness, Whiteness as property, intersectionality, and interest convergence. The following research questions guided the study:1. How do the music teachers’ perceptions of CRT evolve within the professional learning community experience? 2. How might an understanding of CRT influence music teachers’ practices/pedagogical choices? 3. How might participation in the PLC transform their approach toward race and racism? What, if any, transformations took place? These questions highlight teacher growth and reflection––a tool necessary for liberation (Lorde, 2007). Additionally, understanding race and racism in music education provides an opportunity to address racism through philosophical shifts and pedagogical changes. For this study, I employed an instrumental embedded case study (Yin, 2009) with multiple units of analysis in order to capture a deeper understanding of the participants’ experience. I used transformative learning theory (Mezirow, 1991) as an analytical lens to examine and explore if and/or how the participants experienced transformation throughout the PLC. I centered my analysis on the disorienting dilemmas (situations that challenge participants’ world views) the participants experienced during the PLC. The findings from this study suggest that learning about CRT in the context of a PLC can create an opportunity for participants to experience a foundational shift in understanding race and racism, both as music educators and in their individual lives. As participants expanded their understanding of racism, they critiqued common practices in music education such as the dominance of Western European classical music. Through deep, critical reflection, they questioned if they or their practices were racist. During this experience, the participants identified how their understanding of racism expanded in a way that recognizes racist structures in addition to individual racist acts. This expansion can shift perspectives and change actions inside the classroom to center and create music teaching practices that challenge structural racism.
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- Title
- “NEED TO TALK” : A LATENT CLASS ANALYSIS OF SEXUAL VICTIMIZATION DISCLOSURE TO A NATIONAL SEXUAL ASSAULT ONLINE HOTLINE
- Creator
- Feeney, Hannah
- Date
- 2019
- Collection
- Electronic Theses & Dissertations
- Description
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Sexual violence is a pervasive social problem in the United States that affects has long-term negative health consequences for children, adolescents, and adults. While some survivors choose to disclose their victimization to informal or formal resources, others choose to access a third, less studied source of support: online sexual assault crisis lines. Anonymous online hotlines allow survivors a confidential space to disclose sexual victimization and may be particularly beneficial for those...
Show moreSexual violence is a pervasive social problem in the United States that affects has long-term negative health consequences for children, adolescents, and adults. While some survivors choose to disclose their victimization to informal or formal resources, others choose to access a third, less studied source of support: online sexual assault crisis lines. Anonymous online hotlines allow survivors a confidential space to disclose sexual victimization and may be particularly beneficial for those who have not previously disclosed or are facing barriers to accessing other services. The current study utilized data from a national anonymous online hotline to answer two main research questions, guided by Liang and colleagues (2005) Model of Helpseeking and Change. First, are there latent classes of hotline sessions that differ based on victim and assault characteristics, and second, do these latent classes account for variation in disclosure behaviors among victims. Results revealed a four-class solution and relationships between class membership and disclosure behavior were identified. Findings suggest that anonymous online sexual assault hotlines are an instrumental resource that can both address survivors’ immediate needs and build bridges to sustainable, long-term support networks. Implications for practice are discussed.
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- Title
- “SAVE ETHNIC STUDIES, SAVE OUR STORIES” : A QUALITATIVE INVESTIGATION EXPLORING ETHNIC STUDIES' GENEALOGIES, POLICIES, AND INDIANA TEACHERS' EXPERIENCES
- Creator
- Patrón-Vargas, Jasmin
- Date
- 2022
- Collection
- Electronic Theses & Dissertations
- Description
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Since 2010, more than a dozen states have introduced legislation supporting K-12 ethnic studies. This three-article dissertation considers the historical and contemporary development of ethnic studies programs. Drawing on decolonial thought and policy enactment theory, I investigate (1) the origins of Chicano studies programs, a subdiscipline of ethnic studies; (2) the mission and goals of contemporary K-12 ethnic studies; and (3) the perspectives of ethnic studies teachers in Indiana. Data...
Show moreSince 2010, more than a dozen states have introduced legislation supporting K-12 ethnic studies. This three-article dissertation considers the historical and contemporary development of ethnic studies programs. Drawing on decolonial thought and policy enactment theory, I investigate (1) the origins of Chicano studies programs, a subdiscipline of ethnic studies; (2) the mission and goals of contemporary K-12 ethnic studies; and (3) the perspectives of ethnic studies teachers in Indiana. Data sources include primary and secondary documents, including program proposals, brochures, legislative documents, curriculum materials, and semi-structured interviews. Findings demonstrate that (1) ethnic studies programs from the 1960s were created to decenter Eurocentric models of learning; (2) despite valuable efforts to engage ethnic studies, current policy and curriculum materials contain serious shortcomings; and (3) ethnic studies teachers’ perceptions of the Indiana Ethnic Studies Standards are shaped by their level of experience, racial identity, local context and sociopolitical climate. Collectively, these papers offer new insights about the development and implementation of ethnic studies in K-12 school settings.
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- Title
- “THE CHINESE ARE COMING” : A HISTORY OF CHINESE MIGRANTS IN NIGERIA
- Creator
- Liu, Shaonan
- Date
- 2018
- Collection
- Electronic Theses & Dissertations
- Description
-
My dissertation examines the historical and contemporary migration of Chinese people to Nigeria as well as their interaction with the Nigerian state, workers, and consumers in late colonial and post-independence Nigeria. Beginning in the 2000s, Chinese migrants, together with Chinese products, have indeed greatly influenced the economy of Africa, and particularly Nigeria; but the significant Chinese presence in Nigeria is not a particularly recent phenomenon. As early as the 1960s, an...
Show moreMy dissertation examines the historical and contemporary migration of Chinese people to Nigeria as well as their interaction with the Nigerian state, workers, and consumers in late colonial and post-independence Nigeria. Beginning in the 2000s, Chinese migrants, together with Chinese products, have indeed greatly influenced the economy of Africa, and particularly Nigeria; but the significant Chinese presence in Nigeria is not a particularly recent phenomenon. As early as the 1960s, an influential yet understudied group of Chinese migrants began to dominate key manufacturing industries in Nigeria, including textiles, footwear, and enamelware, controlling more than 50 percent of the Nigerian and even the West African market in these three product types. These early Chinese immigrants had a profound influence not only on the economy, but also on the daily lives of ordinary Nigerians. What factors have pulled and pushed Chinese migrants to Nigeria? How have early and recent waves of Chinese migration influenced the local economy and people’s daily lives? How have the meanings of Chinese products to different groups of Nigerians changed over time, and how have these groups made cultural as well as economic sense of these products? How have Chinese transnational networks of information, capital, and goods interacted with African networks, institutions, communities, and individuals?Combining archival records, oral history interviews, and participant observation, I will examine the long-term and recent influence of Chinese activities on Nigerian societies and economies. I argue that the Chinese presence in Nigeria was a historical and evolving concept that changed over time, varied with place, and differed by targeted groups. Hong Kong Chinese industrialists who built factories, employed Nigerian workers, and manufactured products locally in the 1960s had a different influence from the mainland Chinese traders who imported made-in-China products and undermined local manufacturing industries from the 1990s onward. Therefore, by focusing on Chinese migrants in Nigeria and placing them in a wider historical context of Nigerian industrialization from the era of decolonization to the present, my dissertation challenges the Eurocentric narrative of Chinese migrants’ role as laborers and reveals how different groups of Chinese migrants—entrepreneurs, traders, and workers—were shaped by, and in turn shaped, the history of both Nigeria and China. However, this transnational influence was not unidirectional. I also argue that it was the changing policy of Nigerian governments, the evolving preference of Nigerian consumers, and decisions of Nigerian traders that attracted both the early wave of Chinese industrialists and the later wave of Chinese traders and products to come. It was also the broader historical context of Nigeria— decolonization, industrialization, civil war, and economic crisis—that determined the destiny of Chinese migrants in the country.
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- Title
- “THE NAME ISN’T GOING TO CHANGE EVERYTHING, BUT IT’S GOING TO MAKE IT BETTER” : GENDER INCLUSION IN TRADITIONALLY SINGLE-GENDER CHORAL ENSEMBLES
- Creator
- McKiernan, Jessica
- Date
- 2021
- Collection
- Electronic Theses & Dissertations
- Description
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The purpose of this dissertation was to tell the stories of conductors leading traditionally single-gender choral ensembles and how they considered practices and discourses surrounding gender and gender inclusion in ensembles traditionally defined by gender exclusion. In line with narrative inquiry, the research puzzles explored (1) how conductors’ intra- and interpersonal experiences with gender influenced the ways they saw and experienced gender, and (a) how those experiences influenced...
Show moreThe purpose of this dissertation was to tell the stories of conductors leading traditionally single-gender choral ensembles and how they considered practices and discourses surrounding gender and gender inclusion in ensembles traditionally defined by gender exclusion. In line with narrative inquiry, the research puzzles explored (1) how conductors’ intra- and interpersonal experiences with gender influenced the ways they saw and experienced gender, and (a) how those experiences influenced their choral pedagogy; (2) the discourses surrounding gender in traditionally single-gender choral ensembles, (a) how those discourses were created, and (b) who created the discourses; (3) practices the conductors employed to create environments honoring and valuing a variety of gender identities; and (4) the areas in which the conductors felt they succeeded in creating or struggled to create environments honoring and valuing a variety of gender identities. The research design was emergent. Megan and Chris (pseudonyms)–two directors of women’s and men’s choirs, respectively, at public universities–and the singers of those ensembles co-constructed narratives surrounding gender inclusion in their choirs. Through a series of individual interviews and small-group and large-group discussions with the conductors and singers, five major themes emerged. First, both singers and conductors found the ensembles to be important spaces for meaning-making, and they problematized many of the values and challenges of choral ensembles defined by gender. Second, the conductors and singers addressed a number of stereotypes and assumptions related to women’s, treble, men’s, and tenor-bass ensembles and interrogated assumptions about gender, particularly as it related to trans and gender-expansive singers. Third, they addressed gender inclusion as it related to policies and practices such as uniforms, rehearsal language, and program logistics. Fourth, they stressed the importance of open communication between students and conductors, allowing for student agency and input, facilitating difficult conversations within choral ensembles, and centering the voices of trans and gender-expansive singers. Finally, allyship was a central theme to the project as singers and conductors reflected on privilege, inclusion and exclusion, and ensuring that allyship is actionable and not performative. At the end of the project, the women’s choir singers and the conductor chose to move away from a gendered choral model. The conductor of the men’s choir saw moving away from a gendered choral model as an essential part of creating a gender-inclusive ensemble, while the singers saw the benefits of the gendered choral model outweighing the drawbacks. Based on the themes, a number of implications, considerations, and recommendations emerged as it related to choral policies and practices. Conductors and singers can implement more inclusive policies as it relates to language, literature selection and discussion, uniforms, voice classification, external image of the ensemble, and choral program hierarchies. Regardless of ensemble classification, conductors and singers need to acknowledge and problematize the impact of gender in choral ensembles. Future research related to gender must prioritize an intersectional approach and center the voices of trans and gender-expansive individuals.
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- Title
- “This story was inside me this whole time, just waiting” : Coming to Blackgirl storying
- Creator
- Johnson, Lauren Elizabeth Reine
- Date
- 2021
- Collection
- Electronic Theses & Dissertations
- Description
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This dissertation project explores the various ways Blackgirls (Hill, 2016) from across a New Orleans came together in a collective space to engage in discussions of Blackgirlhood, wherein they shared and developed insights into their individual and collective understandings of self and community. Collective members’ multimodal storying, discussions, and reflections, are centered in this dissertation in response to an urgent need for more expansive presentations of Blackgirls. Informed by...
Show moreThis dissertation project explores the various ways Blackgirls (Hill, 2016) from across a New Orleans came together in a collective space to engage in discussions of Blackgirlhood, wherein they shared and developed insights into their individual and collective understandings of self and community. Collective members’ multimodal storying, discussions, and reflections, are centered in this dissertation in response to an urgent need for more expansive presentations of Blackgirls. Informed by theories, methodologies, and pedagogies, including: Black feminisms and Black Girlhood Studies (e.g., Collins, 2000; Dillard, 2016; Hill, 2016; hooks, 1996; Owens et al., 2017), Indigenous storywork (Archibald, 2008), sociocultural perspectives of literacies (e.g., Street, 1984), and culturally responsive/sustaining humanizing pedagogies (e.g., Ladson-Billings, 1995; Paris & Alim, 2017; Paris & Winn, 2014), this study also builds with the works and examples as put forth by other Blackgirls and Black women, such as Toni Cade Bambara’s (1996) “The Education of a Storyteller” to inquire into how centering Blackgirls and their narratives may move us towards what I conceptualize as “Blackgirl storying,” a medium that we used to critically name and honor our lives and the plurality of Blackgirlhood.
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- Title
- “WE ARE THE BAD POOR” : GENRE AND WHITE TRASH IDENTITY IN GRIT LIT
- Creator
- Ploskonka, Mitchell
- Date
- 2021
- Collection
- Electronic Theses & Dissertations
- Description
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This project explores the Southern white trash’s fraught relationship with difference through Grit Lit—literature by and about the white trash. In a historical moment where poor whites have been (sometimes rightfully) scapegoated as key cogs in Trump’s demagoguery characterized by hateful speech and reactionary rhetoric, Grit Lit is a coming-to-terms with its whiteness and trashiness. It is an ongoing search for a usable, unshameful identity amidst a centuries-old construction of the white...
Show moreThis project explores the Southern white trash’s fraught relationship with difference through Grit Lit—literature by and about the white trash. In a historical moment where poor whites have been (sometimes rightfully) scapegoated as key cogs in Trump’s demagoguery characterized by hateful speech and reactionary rhetoric, Grit Lit is a coming-to-terms with its whiteness and trashiness. It is an ongoing search for a usable, unshameful identity amidst a centuries-old construction of the white trash as racially, economically, and regionally as waste people. As this project articulates, to reckon with an inherently liminal and marginalized community, one long associated with (again, sometimes rightfully) assumptions of racism, homophobia, xenophobia, and misogyny, Grit Lit is only able to come to that identity through a sometimes painful acknowledgment of difference. One key way Grit Lit accomplishes this is through its experimentations with and reconceptualizations of genre. Beginning with Harry Crews and progressing chronologically to the present (through Larry Brown, Dorothy Allison, Rick Bragg, and Tom Franklin, among others), foundational Grit Lit authors, are studied in relation to their generic choices (ranging from autobiographical realism and literary naturalism to revisionist westerns and detective fiction) and their impact on the literature’s identity politics (including race, gender, sexuality, and disability). As the “Rough South” aesthetic continues to expand beyond the South and into new mediums—comics, television, film—a theoretical basis for understanding white trash identity from the inside provides much-needed (and perhaps unlikely) allyship in a cultural moment marked by racial and social injustice.
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- Title
- ⁵¹CrCl₃ mobility and cellulose digestion in three gallinaceous species
- Creator
- Ingman, Donald Lee, 1945-
- Date
- 1971
- Collection
- Electronic Theses & Dissertations