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Title: When ethnic exclusion is good politics : ethnic exclusion, armed conflict, and leadership tenure in small-coalition systems
Creator: Choi, Hyun Jin
Date: 2012
Collection: Electronic Theses & Dissertations
Description: Why do some leaders deliberately foster ethnic hatred and exclusion even though such a policy increases the risk of ethnic conflict? Contrary to common belief, I find that ethnic exclusion is good politics (but not good policy) for non-democratic leaders with small winning coalitions, despite its positive impact on the risk of ethnic conflict. To explain this mechanism, I modify the selectorate theory of Bueno de Mesquita, et al. (2003) by explicitly accounting for the role of ethnic ties in...
Show moreWhy do some leaders deliberately foster ethnic hatred and exclusion even though such a policy increases the risk of ethnic conflict? Contrary to common belief, I find that ethnic exclusion is good politics (but not good policy) for non-democratic leaders with small winning coalitions, despite its positive impact on the risk of ethnic conflict. To explain this mechanism, I modify the selectorate theory of Bueno de Mesquita, et al. (2003) by explicitly accounting for the role of ethnic ties in the formation of the incumbent's coalition. Four hypotheses are deduced from my theory for explaining ethnic exclusion and leader survival. H1 maintains that, in small-coalition systems, leaders who employ ethnic exclusion are more likely to survive longer in office than those who do not employ it. H2 predicts that, if small-coalition leaders do not pursue an exclusive ethnic policy, they are more likely to be removed from office in an irregular manner. H3 suggests that small-coalition leaders are less likely to lose power during civil war if they employ ethnic exclusion. Lastly, if ethnic exclusion really is good politics for small-coalition leaders, H4 predicts, there should be higher levels of ethnic exclusion in small-coalition systems than in large-coalition systems. These hypotheses are empirically tested and supported by Cox's proportional hazard regressions using data on the tenures of 982 leaders from 1946 to 2004. My results show that in small-coalition systems: (1) the hazard of deposition for leaders who implement a strong exclusion policy is about 80% lower than that of leaders who do not promote ethnic exclusion; (2) the risk of irregular turnover among leaders who employ ethnic exclusion is only about 1.3% of the risk for those who do not employ such a policy; and (3) the risk of irregular removal from office virtually disappears even in times of civil war if a leader employs a strong exclusion policy. Case studies of Iraq, Burundi, and Rwanda further corroborate causal claims made by the exclusion theory. In all three cases, major ethnic groups had been excluded from participation in the incumbent's coalition until a small group of ethnic elites monopolizes key positions in the army and government. The cases of Burundi and Rwanda further demonstrate how small-coalition systems face large-scale violence when inclusive ethnic policy is implemented after years of exclusive rule. Overall, my findings lead to an "unwelcome" conclusion: ethnic exclusion is good politics in small-coalition systems even if it could increase the risk of ethnic conflict. This conclusion suggests that the crucial element in the prevention and resolution of ethnic conflict is the development of policies that can address leaders' incentives for ethnic exclusion.
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Title: When mathematics works in black : a case study of effective mathematics instruction for African American children
Creator: Hakim, Khalel
Date: 2014
Collection: Electronic Theses & Dissertations
Description: ABSTRACTWHEN MATHEMATICS WORKS IN BLACK: A CASE STUDY OF EFFECTIVE MATHEMATICS INSTRUCTION FOR AFRICAN AMERICAN CHILDRENByKhalel M. HakimThe purpose of this study was to describe and explain the 5th grade mathematics teaching practice of an African American female teacher in a predominantly African American classroom that consistently meets and/or exceeds Michigan's mathematics proficiency standards. Using multiple emancipatory lenses, and a single case study method that employed participant...
Show moreABSTRACTWHEN MATHEMATICS WORKS IN BLACK: A CASE STUDY OF EFFECTIVE MATHEMATICS INSTRUCTION FOR AFRICAN AMERICAN CHILDRENByKhalel M. HakimThe purpose of this study was to describe and explain the 5th grade mathematics teaching practice of an African American female teacher in a predominantly African American classroom that consistently meets and/or exceeds Michigan's mathematics proficiency standards. Using multiple emancipatory lenses, and a single case study method that employed participant observation, interview, and artifact, this study examined a teacher participant's practice. A set of pedagogical practices not included in the dominant discourse on mathematics pedagogy emerged. The interpretation of these practices used non-traditional, non-Eurocentric analytical criteria. That is, the dominant criteria of objectivity, reliability, and validity were considered mostly inadequate measures (Reviere, 2001). Instead, the study used Africalogical; Black feminist, and culturally responsive conceptual frameworks whose literatures are mostly silenced in mainstream mathematics education discourse. The aim was to better understand, and to push the inquiry and discourse into a place where the inquiry and the process of pedagogical construction did not take precedence over the values, interests, and perspectives of the people being researched. One significant aspect of this study is that it challenges the absence of African American specific research in mathematics education, e.g. teacher or student successes, and the presence of Black women in teaching - who for more than 100 years represented the majority of teachers teaching Black children prior to the massive firings of Black teachers between 1950 and 1970 (Fairclough, 2007; Ladson-Billings, 2004; Powell, 2002). Significant as well is that in thirty years of mathematics education reform African American children have not been helped to significantly reduce a woefully large and consistent gap in mathematics achievement between themselves and European American students. Although the reasons for this continued gap are complex, most (Clark, Johnson, Chazen, 2009; Ladson-Billing & Tate, 2005; Martin, 2008, 2009; Scheurich, 1997) agree that a major factor is that only recently, and still tentatively, have issues or voices of scholarship of color been included in the dominant discourse (e.g. Moses, 2002; Nasir, 2008, etc.). Hence, this work seeks to contribute to this growing chorus of diverse voices about what can and should be done to ensure that all students receive equitable opportunities to become mathematically literate.
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Title: When one leads, others must follow : the importance of behavioral synchrony in teams
Creator: Pearce, Marina
Date: 2016
Collection: Electronic Theses & Dissertations
Description: In this dissertation, I evaluate the importance of behavioral synchrony – specifically, team members following when others lead – as a primary driver of team success. Previous empirical research suggests that teams whose members engage in leading behaviors perform better, and points to the value of team members sharing in the fulfillment of leadership. Trending followership theories and qualitative research indicate that whether team members engage in following behaviors, and whether they...
Show moreIn this dissertation, I evaluate the importance of behavioral synchrony – specifically, team members following when others lead – as a primary driver of team success. Previous empirical research suggests that teams whose members engage in leading behaviors perform better, and points to the value of team members sharing in the fulfillment of leadership. Trending followership theories and qualitative research indicate that whether team members engage in following behaviors, and whether they share in the fulfillment of followership responsibilities, are equally vital for team success. Building on conceptualizations of leadership and followership as parallel, mutually interdependent processes that jointly determine team outcomes, I investigate how and why they must occur in synchrony. Drawing from published literature in social and organizational sciences, I suggest that synchrony moderates the relationship between leadership and team performance and the relationship between followership and team performance such that relationships are stronger if team members behave more synchronously with regard to leadership and followership. I embed these research questions within an input-process-outcome framework while also examining the predictors and consequences of behavioral synchrony across multiple events. Hypotheses were tested using behavioral data from teams engaging in high-fidelity emergency medical simulations. Trained research assistants coded videos of these teams, then an algorithm was applied to coded video data to determine how synchronously each team’s members worked together throughout every event. Regression analyses were used to test a reduced model positing that three key personal characteristics combine to influence team performance (average expertise, similarity in expertise, and similarity in psychological collectivism); that leadership sharing mediates the relationship between these characteristics and team performance; and that either followership sharing or synchrony moderates the relationship between leadership sharing and team performance. I discovered that average expertise and average psychological collectivism among team members were the most predictive personal characteristics. Neither shared followership nor synchrony moderated the relationship between shared leadership and team performance. Synchrony did predict team performance above-and-beyond personal characteristics, however. Ancillary analyses that focus on individuals’ patterns of behavior were conducted to further inform the questions under study – results of which indicate a need for future research to focus on the importance of following behaviors, the flexibility with which team members fluctuate between different roles throughout a task, and the balance of behaviors among team members. Limitations of this study, as well as implications for research and practice, are provided.
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Title: When performance fails : expertise, attention, and performance under pressure
Creator: Beilock, Sian Leah
Date: 2003
Collection: Electronic Theses & Dissertations

Title: When teachers are informed by research on children's thinking : social studies unit plans for the primary grades
Creator: O'Mahony, Carolyn Joan
Date: 2001
Collection: Electronic Theses & Dissertations

Title: When the War Raged On : Montana Territory, the Politics of Authority, and National Reconstruction
Creator: Andrella, Jennifer
Date: 2022
Collection: Electronic Theses & Dissertations
Description: In July 1861, the US House Committee on Territories drafted the first Reconstruction bill to detail a procedure for readmitting Southern states into the Union. Expecting a quick end to the Civil War, the earliest framers of Reconstruction recommended that rebellious states be assigned into an unorganized status as territories. It was a pragmatic solution that placed the South firmly in the control of a Republican Congress; a plan that complemented the Committee on Territories’ simultaneous...
Show moreIn July 1861, the US House Committee on Territories drafted the first Reconstruction bill to detail a procedure for readmitting Southern states into the Union. Expecting a quick end to the Civil War, the earliest framers of Reconstruction recommended that rebellious states be assigned into an unorganized status as territories. It was a pragmatic solution that placed the South firmly in the control of a Republican Congress; a plan that complemented the Committee on Territories’ simultaneous pursuit of territorial expansion in the trans-Mississippi West. Indeed, between 1861 and 1868 Congress incorporated seven Western territories to consolidate federal power in a growing domain. From the onset of the war, federal actors envisioned Reconstruction as a national process. Yet, the reality on the ground seldom matched their strategic plans. This dissertation analyzes Reconstruction from the vantage point of the Northwestern Great Plains. Using Montana Territory as a case study, I examine how relations between and among Native American nations, settlers, and government officials defined Reconstruction at both local and federal levels. The federal government had enduring political and economic interests in the Northwestern Plains prior to the outbreak of the war. Between 1828 and 1865, the region emerged as the last US stronghold of the global fur trade, cycled through several mining booms, and showed a promising future for homesteading and ranching. The Northwestern Plains were and are the homelands to a mosaic of Native American nations who asserted their rights to sovereignty by demanding federal recognition of their territorial, political, economic, and cultural autonomy. As these lands became contested under the pressure of US settlement, Native actors continued to press for visibility against local and federal modes of authority. The lived experiences of Native actors unveil some of the critical limitations of Reconstruction; that the expansion of citizenship, suffrage, and labor protections coincided with land dispossession, colonization, and erasure. By the time this study concludes in 1883, it becomes apparent that the dissolution of Reconstruction rested in the program’s failure to resolve the nation’s most fundamental questions over belonging, space, and power.I argue that Reconstruction was a process that experimented with federal and local forms of authority, settler colonialism, and state formation which came under stress after the onset of war in 1861. Republican governance throughout the Civil War and Reconstruction introduced new federal economic and political imperatives, destabilized local patterns of power among settlers, and opened new threats to Indigenous sovereignty. Using cartography, personal and mass communication, artwork, literature, and government records, this study portrays a version of Reconstruction that was fluid, chaotic, and often violent as western civil institutions either broke down or competed for primacy. By integrating the historiographies of Reconstruction, Western history, and Native American ethnohistory this study challenges the notion that federal state formation in the West (and state restoration in the South) were linear processes ushered by a collective of federal actors. Moreover, the existing literature on both Reconstruction and Western territorial expansion has overstated the ability of the federal government to produce communal order through efforts like military occupation, property laws, and multitiered administrative systems such as the Bureau of Indian Affairs. By essentializing the scale of local forces that stacked against federal administration in distant, contested spaces like Montana, the ambitious designs to restore and expand the Union ultimately produced a more exclusionary, unstable, and violent nation.
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Title: When the doors opened : transitional era impacts on Albanian english teachers' professional lives
Creator: Morgan, Lisa Anne
Date: 2005
Collection: Electronic Theses & Dissertations

Title: When the fear content of a fear appeal might be irrelevant : can you scare the already scared?
Creator: Muthuswamy, Nithya
Date: 2006
Collection: Electronic Theses & Dissertations

Title: When the shoe fits : human dignity denial and recognition in a shelter for homeless families
Creator: Shpungin, Elaine
Date: 2002
Collection: Electronic Theses & Dissertations

Title: When you see others talk about a person you like or dislike on social media : testing spontaneous trait transference and cognitive balance
Creator: Shin, Soo Yun
Date: 2017
Collection: Electronic Theses & Dissertations
Description: We often encounter people talking about other people on social media. However, research on how people process such messages to form an impression toward the message writer on social media has been rare. This study investigated how a message recipient’s existing attitude toward a person (i.e., target) who is being described by another person (i.e., source) on social media affects the evaluation about the source from the perspective of spontaneous trait transference (Skowronski, Carlston, Mae, ...
Show moreWe often encounter people talking about other people on social media. However, research on how people process such messages to form an impression toward the message writer on social media has been rare. This study investigated how a message recipient’s existing attitude toward a person (i.e., target) who is being described by another person (i.e., source) on social media affects the evaluation about the source from the perspective of spontaneous trait transference (Skowronski, Carlston, Mae, & Crawford, 1998). Research has shown that people tend to mistakenly associate a target’s trait with a source, although if the false association still exists when message recipients hold pre-existing attitudes toward targets has not been answered yet. To investigate the issue, the current study proposed two competing hypotheses. The first hypothesis predicted that more extreme pre-existing target attitudes would increase the salience of the target and thus would reduce the false association between the target and a source. The second hypothesis, drawing upon cognitive balance (Heider, 1958), predicted that people would evaluate a source in a manner in which they can maintain the cognitive consistency between their pre-existing target attitudes and newly formed source attitudes. Results from a 3 (initial attitude toward a target: positive vs. neutral vs. negative) x 3 (source’s description about a target: positive trait vs. negative traits vs. no trait) web-based experiment using the Twitter interface supported the prediction based on cognitive balance. The current study presents an important theoretical boundary condition for spontaneous trait transference on social media.
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Title: Where are all the males? : a mixed methods inquiry into male study abroad participation
Creator: Lucas, James M.
Date: 2009
Collection: Electronic Theses & Dissertations

Title: Where the rivers come together : reclaiming and re-imagining indigenous history, identity, and language in the city
Creator: Haviland, Adam
Date: 2017
Collection: Electronic Theses & Dissertations
Description: The movement and migration of Native Americans to urban areas is usually traced to the urbanization programs of the 1950s and 1960s. However, the recent scholarship of Coll Thrush (2007) and John Low (2016) highlight the long history of urban spaces as Indigenous spaces and the role Indigenous people and communities have played in their growth and development. Similarly, the discourse of language loss and revitalization, urban spaces, and Indigenous urban communities are seen as places or...
Show moreThe movement and migration of Native Americans to urban areas is usually traced to the urbanization programs of the 1950s and 1960s. However, the recent scholarship of Coll Thrush (2007) and John Low (2016) highlight the long history of urban spaces as Indigenous spaces and the role Indigenous people and communities have played in their growth and development. Similarly, the discourse of language loss and revitalization, urban spaces, and Indigenous urban communities are seen as places or endpoints of assimilation. Thus, language revitalization efforts and programs often focus on reservations as the primary domains where Indigenous languages and their speakers persist and thrive. Yet, despite settler colonial narratives of vanishing that erase Indigenous people and Indigenous languages from urban areas, cities have, and continue to be, important intersections of movement and migration and with deep historical roots where Indigenous languages persist and thrive as ideological markers of identity, belonging, and as spoken languages.This Research shows how Lansing, Michigan, Nkwejong (the place where the rivers come together) has a long history as an Indigenous intersection and space that challenges the local settler-colonial narratives of removal and erasure. Lansing has remained an Indigenous space through traditions of movement and migration that were driven by the auto industry and educational opportunities. Through these movements, Anishinabek from reservations in and around Manitoulin Island came here in the 1960s and 1970s who were fluent speakers ofAnishinaabemowin. Anishinabek from Canada and local Anishinabek, who had lost the language, created community and belonging through educational programs. These spaces have become focal points where community comes together and, for many individuals, are the primary spaces where language, culture, and identity are reclaimed and passed on. However, these are also spaces of tension where gender roles, language ideologies, and linguistic practices concerning language as an ideological marker of identity and its role as a communicative system are challenged and reimagined.Through interviews with community members and participant observation, I explore relationships to urban and reservation “homelands,” the importance of education as places where individuals develop relationships to their identities and culture, and the role that language, as both an ideological marker of identity and belonging and as a communicative system, play in their everyday lives and experiences. While most participants agreed that language was important to preserving identity and traditional knowledge, their relationships with their identities as urban and Indigenous, and their relationships to Indigenous language, highlight: (1) the need to reexamine language ideologies that link Language to “traditional culture and Knowledge” and the impacts these ideologies have on language revitalization. (2) The importance of urban areas as Indigenous homelands and places where Indigenous languages persist, and (3) the role of education as intersections and places of tension where multiple ideologies, identities, and ways of being Indigenous are expressed and reimagined.
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Title: Where the water meets the sky : the effects of atmospheric ozone pollution on aquatic algal and bacterial communities
Creator: Heinlein, Julianne
Date: 2013
Collection: Electronic Theses & Dissertations
Description: Ozone is a highly reactive oxidant and is the primary constituent of photochemical smog. Since the industrial revolution, ozone levels in the troposphere have been rising and, during warm seasons, regions all over the world reach concentrations that exceed the US EPA's national health-based standard of 75 ppb. In the most polluted areas, maximum levels have reached over 400 ppb. Numerous studies have shown acute and chronic impacts of ozone pollution on the health of terrestrial plants and...
Show moreOzone is a highly reactive oxidant and is the primary constituent of photochemical smog. Since the industrial revolution, ozone levels in the troposphere have been rising and, during warm seasons, regions all over the world reach concentrations that exceed the US EPA's national health-based standard of 75 ppb. In the most polluted areas, maximum levels have reached over 400 ppb. Numerous studies have shown acute and chronic impacts of ozone pollution on the health of terrestrial plants and animals. Ozone is readily soluble in water and is often gravitationally deposited onto surface waters. This research is the first to examine the potential of tropospheric ozone as an aquatic pollutant by focusing on the effects of atmospheric ozone levels on algal and heterotrophic bacterial assemblages. Algae and bacteria were grown in three different ozone atmospheres (0, 80, and 250 ppb) and biomass and assemblage composition were measured. Individual experiments focused on 1) the community-level responses of natural, multi-division periphytic algal assemblages to these different ozone levels and the interactive effect of dissolved organic carbon (DOC), 2) the effect of elevated atmospheric ozone levels on heterotrophic bacteria within the above periphyton matrices and in the absence of algal interactions, and 3) the independent responses of diatom and cyanophyte communities to ozone pollution in the absence of interdivisional interactions. Ozone had both negative direct effects and positive indirect, interactive effects on algal biomass and assemblage composition. Within the natural periphyton assemblages ozone effects varied with algal division and DOC concentration. In the low DOC water, ozone effects were minimal. However in the high DOC water, the interactive effects of ozone and DOC were great. Diatom biomass was maintained at lower levels in ozone treatments but cyanophytes colonies increased by two orders of magnitude. This DOC and ozone interaction therefore led to a shift of assemblage dominance from diatoms to cyanophytes. Heterotrophic bacterial density in these periphyton films was closely correlated with algal biomass. Responses changed when each group was treated independently. The cyanophyte-only assemblages were directly affected by the oxidative stress created by ozone treated environments and biomass was significantly lower in the ozone treatments. Diatoms, in independent cultures, were unaffected by ozone treatment and heterotrophic bacterial growth was facilitated. This study indicates the potential of atmospheric ozone to cause ecologically significant changes to aquatic systems and highlights the need to consider direct and indirect effects of any potential ecosystem stressor, species interactions, and effects in different environments. Integrating the results of my experiments indicates that ozone has greater effects on algae and bacteria in high than low DOC waters, and that ozone may cause a shift toward cyanophytes in high DOC waters. I hypothesize this is due to ozone oxidation of DOC and release of organic and inorganic resources that stimulate growth, and diatom mucilages mediated oxidative stress of ozone on bacteria in the periphyton mat. Because ozone effects differed among algal divisions and heterotrophic bacteria, with different roles, atmospheric ozone may change microbial food webs and biochemical cycling within ecosystem, and these effects are likely more important in high than low DOC waters.
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Title: Where the waters divide : environmental justice, neoliberalism, and aboriginal voices, an ethnography of the changing Canadian water sector
Creator: Mascarenhas, Michael
Date: 2005
Collection: Electronic Theses & Dissertations

Title: Where to teach? : developing a more comprehensive framework to understand teachers' career decisions
Creator: Cannata, Marisa
Date: 2007
Collection: Electronic Theses & Dissertations

Title: Wherever you go, there we are : tourism in a society of ubiquitous connectivity
Creator: Collison, James Robert
Date: 2011
Collection: Electronic Theses & Dissertations
Description: In a world where pervasive information and communication systems seem to negate the need for travel, it would appear that tourism might no longer be necessary. Yet, tourism researchers examining international arrivals around the world know that tourism continues to be a dominant economic force for many countries. For individuals that engage in tourism today, the experience has dramatically changed as the ability for tourists to be connected to their social networks means they are never truly ...
Show moreIn a world where pervasive information and communication systems seem to negate the need for travel, it would appear that tourism might no longer be necessary. Yet, tourism researchers examining international arrivals around the world know that tourism continues to be a dominant economic force for many countries. For individuals that engage in tourism today, the experience has dramatically changed as the ability for tourists to be connected to their social networks means they are never truly "away" on their journeys. Conversely, people are now being made aware of new attractions, events, and restaurants in their local community through online user-generated tourism reviews, thereby becoming tourists in their own "home" locale. With this blurring of "home" and "away," resulting from the presence of ubiquitous connectivity and access to information resources, a new paradigm of the study for the touristic experience is needed.In this dissertation, the changing nature of the touristic experience is examined through a phenomenological and self-reflexive approach, beginning with the common history that travel and communication share which later diverged with the advent of telecommunication systems. Since the development of mobile telecommunication, ubiquitous connectivity, and Internet-based resources, there has been a transition from communication connecting place-to-place nodes to it connecting person-to-person nodes. The result has been a reunification of the social experiences created through communication and travel; however, academic studies in these fields remain separate. Herein, the commonalities that exist between these two fields are noted and discussed. It is argued that the academic study of the social effects of tourism and telecommunication can be unified through the lens of the emerging "mobilities" paradigm, and the five travel characterizations which comprise that paradigm (Urry, 2002; 2007).Initially, an understanding of the linkages between the fields of tourism and communication can be gleaned by examining two focal areas that have been studied separately, but which have produced similar results: the motivation to engage in social connection, and the meaning of authenticity. In addition, the blurring of the "home" and "away" dichotomy resulting from the use of telecommunication in tourism has led to a need to abandon that dichotomy in favor of understanding the touristic experience through the framework of encapsulated (e.g. engaged / mentally involved) and decapsulated (e.g. disengaged / mentally distant) states. Finally, the applied use of mobile communication in the tourism experience through the development and application of location-based services lends further support for the need to study tourism and communication through a unified paradigm, rather than as separate fields of study.Based on the preceding information, it is suggested that the mobilities paradigm can serve as the desired paradigm to research and promote understanding of the commonalities between the social experiences of tourism and communication. However, a reformulation of the primary divisions within the original mobilities paradigm is suggested for the purposes of simplification and the removal of tautological concepts: Urry's "corporeal" and "object" travel are combined into a common "physical travel" segment, "virtual" and "communicative" travel are combined in a common "communicative travel" segment, and the segment of "imaginative travel" retaining its current definition. Finally, based on this restructured mobilities paradigm, suggestions for future research opportunities, implications and applications are provided.
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Title: Whether and how Latina administrators use cultural capital and experience to lead through relational trust
Creator: Tran, Lisa A.
Date: 2016
Collection: Electronic Theses & Dissertations
Description: "The most recent population projections indicate that by 2050, the Latino population in the United States will total roughly 132.8 million people or 30% of the total population (NCES, 2003). Yet, in 2012, reports indicated that only 7% of the administrators in public schools in the United States were Hispanic (NCES, 2012). Given that the Hispanic population is growing rapidly but is the least represented in furthering their education and the least represented in the field of education. This...
Show more"The most recent population projections indicate that by 2050, the Latino population in the United States will total roughly 132.8 million people or 30% of the total population (NCES, 2003). Yet, in 2012, reports indicated that only 7% of the administrators in public schools in the United States were Hispanic (NCES, 2012). Given that the Hispanic population is growing rapidly but is the least represented in furthering their education and the least represented in the field of education. This study will examine the experiences of four Mexican American administrators, to determine how they embrace their culture and use relational trust as it pertains to Yosso's (2005) community of cultural wealth framework. This study will describe how these four Mexican American administrators perceive that their background experiences influence how they build relational trust with stakeholders to positively effect change in their schools' culture. The focus of this study will show the methods used to solve stereotypical problems and how these administrators employed mentoring and social and cultural capital to develop leadership styles. The study will also use Yosso's community culture wealth framework built around critical race theory to gather information and build support for the study to show how Latina administrators open doors for people of color to go into education and to encourage people to pursue their hopes and dreams, despite barriers they may face."--Page ii.
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Title: Whipped butter : manufacture, characteristics and gas chromatographic analysis of off-flavor compounds
Creator: Vyas, Shankerlal Harilal
Date: 1961
Collection: Electronic Theses & Dissertations

Title: White ash survival in the core of the emerald ash borer invasion area
Creator: Robinett, Molly A.
Date: 2017
Collection: Electronic Theses & Dissertations
Description: The invasive emerald ash borer (EAB); (Agrilus planipennis Fairmaire) (Coleoptera: Buprestidae), a secondary pest of stressed or declining ash (Fraxinus) trees in its native Asia, is the most destructive forest insect to ever invade North America. Since its arrival in the Detroit metropolitan area in the early 1990’s, EAB has established in 31 states and three Canadian provinces. To date, hundreds of millions of ash trees have been killed and nearly 8 billion trees are threatened in U.S....
Show moreThe invasive emerald ash borer (EAB); (Agrilus planipennis Fairmaire) (Coleoptera: Buprestidae), a secondary pest of stressed or declining ash (Fraxinus) trees in its native Asia, is the most destructive forest insect to ever invade North America. Since its arrival in the Detroit metropolitan area in the early 1990’s, EAB has established in 31 states and three Canadian provinces. To date, hundreds of millions of ash trees have been killed and nearly 8 billion trees are threatened in U.S. forests. While all North American ash species are susceptible to EAB, white ash (Fraxinus americana L.) appears to be an intermediate host that is not highly preferred, but still becomes infested and succumbs. Catastrophic levels of ash mortality, ranging from 80% to 99% of stems, were recorded in forested sites located in southeast Michigan and Ohio. Despite these reports, we have observed an unexpectedly high proportion of overstory white ash trees alive in southeast and south central Michigan with the longest history of EAB infestation. To quantify this survival, I intensively surveyed 28 sites in this region. I recorded 821 white ash trees ≥ 10 cm (DBH) in fixed radius plots (18 m) in a 1 ha site. Most (75%) white ash stems are alive and in good condition. More than half (68%) of the live white ash trees had external bark cracks left from previous EAB larval feeding, however, 91% of these trees recovered. In contrast, 95% of the 373 green ash (F. pennsylvanica Marsh.) trees recorded in the 28 sites are dead. This supports findings from previous plantation and urban ash tree studies reporting the preference of green ash trees over white ash trees where they co-occur. Stand-level variables that could predict the percentage of white ash stems and basal area alive were evaluated. White ash stem density and distance from sites to the EAB origin were positively related to white ash survival, while total basal area of all overstory species and white ash were negatively related to white ash survival. Density of white ash stems and distance from sites to the EAB origin were positively related to the proportion of white ash basal area alive. White ash basal area averaged 1.5 ± 0.2 m2·ha–1, and ranged from 0.3 to 3.5 m2·ha–1 within sites, totaling 42.7 m2·ha–1 across sites. I also tallied regeneration and found white ash accounted for 64%, 79%, and 74% of the total recruits, saplings, and seedlings recorded across the 28 sites. Given the impact and ongoing spread of this highly destructive pest, effective monitoring techniques are critical. I established two double decker (DD) trap types in 30 post-invasion sites located in the EAB origin in 2014, 2015, and 2016; one DD comprised of a dark green upper prism and a light purple lower prism (PG) baited with cis-3-hexanol, and one DD comprised of a dark purple prism on top and bottom (PP) baited with cis-3-hexanol and Manuka oil. A total of 580, 585, and 932 EAB adults were captured in 2014, 2015, and 2016, respectively. The PG trap captured significantly more EAB adults than the PP trap. Despite ample live white ash phloem available for EAB development, EAB density has not reached levels high enough to kill trees. In additional to stand-level variables, site variables could also have an influence on white ash survival rates. I delineated a 1.5 km radial buffer from the center point of the 28 white ash sites. Using a combination of downloaded geographic data and data collected during surveys, I fit models at five linear distances (0 to 400 m, 400 to 800 m, 800 to 1200 m, 1200 to 1500 m, and cross-scale). Green ash presence, specifically those growing along roads, had negative effects on white ash survival. The proportion of woody wetlands and the presence of white ash trees, specifically those growing along roads, were also important predictors across multiple distances.
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Title: White college students who can "see" their own race : a qualitative study of how adult learners and traditional students described race and racism at Midwestern University
Creator: Benson, Christine Elizabeth
Date: 2015
Collection: Electronic Theses & Dissertations
Description: ABSTRACTWHITE COLLEGE STUDENTS WHO CAN “SEE” THEIR OWN RACE:A QUALITATIVE STUDY OF HOW ADULT LEARNERS AND TRADITIONAL STUDENTS DESCRIBED RACE AND RACISM AT MIDWESTERN UNIVERSITYByChristine Elizabeth BensonThe American college classroom is projected to become more racially and ethnically diverse, which is consistent with the vision and ideals of higher education. However research shows that White students, who represent the largest racial group currently on campuses, are unable to recognize...
Show moreABSTRACTWHITE COLLEGE STUDENTS WHO CAN “SEE” THEIR OWN RACE:A QUALITATIVE STUDY OF HOW ADULT LEARNERS AND TRADITIONAL STUDENTS DESCRIBED RACE AND RACISM AT MIDWESTERN UNIVERSITYByChristine Elizabeth BensonThe American college classroom is projected to become more racially and ethnically diverse, which is consistent with the vision and ideals of higher education. However research shows that White students, who represent the largest racial group currently on campuses, are unable to recognize themselves as having a race, do not understand the privilege associated with being White, and fail to grasp the prevalence of racism. Colleges and universities need to better understand how White students interpret and make sense of their own race in order to fulfill their missions of encouraging respect for diversity and preparing students to become engaged citizens in a democratic and global society. The purpose of the current study was to determine how White students at Midwestern University who could “see” their own race (Chesler, Peet, & Sevig, 2003) explained their understanding and experiences of race in light of the changing racial landscape of the American university and country. Further, this study examined the educational and non-educational experiences that caused White students to perceive or reflect upon the meaning of their own race, some for the first time. The research informing this study occurred at Midwestern University, specifically chosen for its location in Metropolitan Detroit—which was noted as the most segregated urban area in the United States. Ten students were intentionally selected for this qualitative study based on their responses to the Oklahoma Racial Attitude Scale – Revised (ORAS-R), one of the few tools available to measure the racial consciousness of White persons. Two semi-structured interviews were conducted with each student. Analysis of audio recordings and transcripts revealed four themes. White college students’ directly described their experiences of being White, and talked about struggling to identify the privileges associated with their race. Additionally, students expressed a desire to discuss race, but lacked the ability and confidence to do so while on campus and away from campus. Students talked about racism, but were largely unaware of its causes and far-reaching effects. Despite living in the most racially diverse era for higher education and the United States, findings in this study supported existing literature that White college students have deep awkwardness and discomfort when discussing race and hold many inaccurate and uninformed ideas about race, White privilege, and racism. Half of the students in this study said they did not actively or frequently reflect on or notice their race, and none spoke in an outright positive manner or with pride about their race. Participants engaged fully in the interviews, but acknowledged they did not always feel capable of doing so while on campus or in their lives away from campus. Findings from this study have implications for practice and policy in higher education. Students need supportive campus spaces in order for conversation on race to be effective. Educators and student affairs professionals need to be skilled in working across the many facets of identity in White populations (e.g., age, social, racial, ethnic, sexual, gender and gender identity, etc.) to provide such educational spaces. Students need practice with real-world strategies and tactics to disrupt racial jokes, slurs, and stereotypes when these are voiced on and off campus. Intentional, required, ongoing and well-facilitated campus experiences dedicated to understanding race are needed. Related to policy, educational administrators of both K-12 and postsecondary institutions must commit to requiring all students to participate in high-quality multicultural educational experiences. Sharing real and meaningful data about admissions and funding processes with students before, during, and after they are enrolled will help uncover larger social justice issues within education.
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