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Title: Write before you speak : the impact of writing on L2 oral narratives
Creator: Bulow, Alyssa
Date: 2020
Collection: Electronic Theses & Dissertations
Description: Current literature suggests that writing may better facilitate language learning than speaking practice alone, but direct empirical research demonstrating this is limited. Evidence is also limited as to whether grammar and vocabulary learned while writing can transfer to speaking. This study investigates the prediction that written planning, even more so than oral planning, leads to improved oral narratives. Thirty-four Spanish-speaking learners of English were randomly assigned to one of two...
Show moreCurrent literature suggests that writing may better facilitate language learning than speaking practice alone, but direct empirical research demonstrating this is limited. Evidence is also limited as to whether grammar and vocabulary learned while writing can transfer to speaking. This study investigates the prediction that written planning, even more so than oral planning, leads to improved oral narratives. Thirty-four Spanish-speaking learners of English were randomly assigned to one of two groups: writing rehearsal or oral rehearsal; rehearsal being individual practice before the final task. The writing group composed a story ending in the written modality while the oral group rehearsed by narrating theirs out loud. Both groups recorded their oral story continuation task as the final product. In order to compare the impact of writing versus oral rehearsal on learners' subsequent oral performance, final narratives were examined using complexity, accuracy, and fluency measures. Results showed that the writing group produced more fluent and lexically diverse narratives than the speaking group but there was no effect on accuracy, and limited effects on grammatical complexity. The study concludes with pedagogical implications for using writing tasks to prepare students for oral tasks.Keywords: L2 writing, complexity, fluency, story continuation task (SCT), EFL, benefits of writing for speaking, pre-task planning, rehearsal.
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Title: YOUNG COLLEGE MEN’S BELIEFS ABOUT NONPROFESSIONAL HELP-SEEKING FOR DEPRESSION
Creator: Na, Hana
Date: 2021
Collection: Electronic Theses & Dissertations
Description: Low rates of psychological help seeking among young males with depression havereceived significant research attention. However, most prior studies have focused on why the population seeks or does not seek psychological help from formal/professional sources. The present study examined the beliefs of 193 young male college students to predict their intentions to seek psychological help from friends, the most preferred source of help for this group. The study assessed the constructs of the...
Show moreLow rates of psychological help seeking among young males with depression havereceived significant research attention. However, most prior studies have focused on why the population seeks or does not seek psychological help from formal/professional sources. The present study examined the beliefs of 193 young male college students to predict their intentions to seek psychological help from friends, the most preferred source of help for this group. The study assessed the constructs of the reasoned action approach and their underlying beliefs, taking two possible contributing factors to men’s lower help-seeking into account: masculine ideology and perception of depression as masculine or feminine. Results revealed that intention to seek help from friends for depression was associated only with injunctive and descriptive norms and their underlying beliefs surrounding three referents: friends (injunctive and descriptive), fathers (injunctive only), and other family members (descriptive only). Relevant normative beliefs surrounding those referents were not sensitive to young male college students’ masculine ideology and its interaction with depression perception. These findings, in conjunction with the results of the audience segment analyses indicating the importance of the opinions and behaviors of specific referent groups, suggest that injunctive normative beliefs with father and friend referents and descriptive normative beliefs with friend referents are key beliefs that persuasive health messages should focus more on to promote help-seeking from friends among young male college students with depressive disorders, regardless of their adherence to traditional masculine norms and perception of depression as masculine or feminine.
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Title: Youth as Teacher Educators : Supporting Preservice Teachers in Developing Youth-Centered, Equity-Oriented Science Teaching Practices
Creator: Nazar, Christina Restrepo
Date: 2018
Collection: Electronic Theses & Dissertations
Description: In this study, I conducted three separate, but interrelated studies that examine the ways preservice teachers (PSTs) generatively developed youth-centered, equity-oriented pedagogical imaginaries in their methods courses and how they enacted these practice(s) in their field experiences. The purpose of this dissertation is to understand how and in what ways a science methods course can support PSTs in the critical uptake of youth (and community) knowledge(s) and practice(s) and how classroom...
Show moreIn this study, I conducted three separate, but interrelated studies that examine the ways preservice teachers (PSTs) generatively developed youth-centered, equity-oriented pedagogical imaginaries in their methods courses and how they enacted these practice(s) in their field experiences. The purpose of this dissertation is to understand how and in what ways a science methods course can support PSTs in the critical uptake of youth (and community) knowledge(s) and practice(s) and how classroom communities in the field can shift/shape these enactments. In this work, I foreground youth counternarratives of the culture of power in science as a critical part of learning to teach of science for PSTs –this study has never been done before. The first study explores how there is a culture of power in science education, particularly in the ways of knowing, doing and being that are legitimized differently from youth’s in-school and out-of-school experiences. This legitimization affects the ways youth feel recognized/positioned and ultimately supported to take-action in their science education. Using counternarratives of the culture of power in science as a framework, in this study, I worked with youth from an after-school green energy program to co-develop digital multimodal cases of science learning. In the second study, I examined the ways seventeen PSTs, in their elementary science methods course, were supported in developing youth-centered, equity-oriented imaginaries for teaching science to diverse learners. Using the framework imaginaries as practice, I wanted to know 1) in what ways do PSTs take up youth knowledge(s) and practice(s) in science/engineering learning and 2) how this up-take inform the development of youth-centered, equity-oriented teaching practice(s) in ways PSTs imagine enacting their future teaching experiences. In the third study, I followed three preservice elementary science teachers in a six-week engineering teaching experience at Liberty Spanish Immersion School in Great Lakes City, Michigan. Using the framework enactments as practice, I aimed to understand 1) in what ways do preservice elementary science teachers enact youth-centered, equity-oriented teaching practice(s) in an engineering unit focused on teaching engineering design for sustainable communities and 2) how are these enactments shaped by local contentious practice. Implications for this dissertation study include designing a methods course alongside field experiences in support of critically engaging PSTs with cultural/historical/social community underpinnings of youth in equitably consequential ways.
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Title: [Delta]2079-tetrahydrocannabinol-mediated suppression of the Interferon-alpha (IFNalpha) response by plasmacytoid dendritic cells and IFNalpha-mediated activation of T cells in healthy and human immunodeficiency virus (HIV) infected human subjects
Creator: Henriquez, Joseph Edgar
Date: 2018
Collection: Electronic Theses & Dissertations
Description: Δ9-tetrahydrocannabinol (THC) is the primary psychoactive cannabinoid congener in Cannabis sativa and is a well characterized modulator of immune activation. In murine models, treatment with THC can exacerbate viral and bacterial infection, in part, by suppression of the inflammatory cytokine response. One of the key classes of cytokines suppressed by THC is type I interferons (IFN), a group of cytokines consisting of IFNα and IFNβ. The primary source of IFNα during acute antiviral immune...
Show moreΔ9-tetrahydrocannabinol (THC) is the primary psychoactive cannabinoid congener in Cannabis sativa and is a well characterized modulator of immune activation. In murine models, treatment with THC can exacerbate viral and bacterial infection, in part, by suppression of the inflammatory cytokine response. One of the key classes of cytokines suppressed by THC is type I interferons (IFN), a group of cytokines consisting of IFNα and IFNβ. The primary source of IFNα during acute antiviral immune responses is the Plasmacytoid Dendritic Cell (pDC), which can secrete 1000-fold more IFNα than other circulating peripheral blood mononuclear cells (PBMC). Paradoxically, patients infected with human immunodeficiency virus (HIV), a chronic viral infection that causes immunodeficiency via infection and depletion of CD4+ T cells, have fewer circulating pDC with a reduced capacity to secrete IFNα. Furthermore, circulating pDC number has been correlated with CD4+ T cell number and treatment with IFNα can reduce HIV-mediated CD4+ T cell depletion. Conversely, hyperactivation of pDC is associated with T cell exhaustion and is implicated in HIV-associated neurocognitive disorders (HAND). Interestingly, many HIV patients utilize medicinal cannabinoids to combat the effects of chronic HIV infection. The focus of this project was to determine if IFNα-mediated stimulation of T-cells can be suppressed by THC by testing the following hypothesis: THC will suppress TLR-9-dependent activation of pDC, subsequent efficacy of pDC-mediated T cell activation, and CD8+ T cell-mediated activation of astrocytes. These studies revealed that CpG-ODN-induced IFNα secretion and expression of CD83, a costimulatory molecule, by pDC is suppressed by THC in a concentration dependent manner. Furthermore, key intracellular signaling events required for inflammatory cytokine secretion by pDC were suppressed by treatment with THC and CBR2-specific agonists in pDC from healthy donors. Additionally, pDC from HIV+ donors were more sensitive to THC-mediated suppression than pDC from healthy donors. Treatment with THC also inhibited IFNα-mediated activation of CD4+ and CD8+ T cells from healthy and HIV+ donors. Specifically, treatment with THC diminished IFNα-induced IL-7R expression, cognate signaling, and subsequent proliferation. Interestingly, and in contrast to the results in pDC, T cells from HIV+ donors were less sensitive to the suppressive effects of THC. Finally, stimulation by CD3/CD28/IFNα induced the secretion of IFNγ and TNFα by CD8+ T cells from healthy donors. Further, IFNγ and TNFα induced secretion of inflammatory cytokines by U251 astrocytes. Coculture of CD8+ T cells with U251 astrocytes and direct stimulation of U251 astrocytes with recombinant TNFα and IFNγ revealed that treatment with THC reduced both the activation and secretion of cytokines from CD8+ T cells and the subsequent cytokine-mediated stimulation of the U251 astrocytes. Collectively, these studies have provided evidence for the use of cannabinoids in ablating the type of neuroimmune interactions which can lead to HAND by demonstrating that THC can suppress the activation of pDC, and subsequent activation of T cells and astrocytes.
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Title: “BLACK, SET, SPIKE : ” AN ANALYSIS OF THE RACIAL EXPERIENCES OF BLACK FEMALE VOLLEYBALL PLAYERS IN EUROPE
Creator: Fry, Jen
Date: 2022
Collection: Electronic Theses & Dissertations
Description: Sports and geography each profoundly impact the lived and professional experiences of Black female athletes. These experiences also significantly shape their personal and professional identities, as both deal with the occupation of space and the way people move and interact in geographic spaces. Little attention has been paid by the academic and athletic communities to the lived experiences of professional athletes who play abroad. Currently, minimal research has been conducted on the...
Show moreSports and geography each profoundly impact the lived and professional experiences of Black female athletes. These experiences also significantly shape their personal and professional identities, as both deal with the occupation of space and the way people move and interact in geographic spaces. Little attention has been paid by the academic and athletic communities to the lived experiences of professional athletes who play abroad. Currently, minimal research has been conducted on the experiences of Black female volleyball players (BFVPs) who have played in Europe and how race, gender identity, space, and sports affected their lived experiences abroad based on their identities. This dissertation utilized qualitative methods to analyze the racial experiences of Black women who have played professional volleyball in Europe and whose experiences have not been documented within studies of geography—or, more specifically, within perspectives of Black feminist thought, Black geographies, and theory of racial space. The goal of this dissertation was twofold: (a) explore how intersecting racial and gendered identities, place, and space influenced the racism encountered by U.S. BFVPs in Europe; and (b) provide a source of information for future Black female college athletes who want to play professionally but do not know what they do not know. By developing a body of literature within sports geography on the overlooked and unresearched experiences of professional Black female athletes (BFAs), I contributed to the ever-increasing body of literature on BFAs across various disciplines. Some of the discoveries from my research were that BFVPs experienced racism in ways similar to what they experienced within the United States, such as being oversexualized, expected to play up racially stereotypical views of Black women, and having their hair touched without their consent. They also experienced racism in wildly different ways, such as being spit on, teammates withholding English skills, and accusations of prostitution. When conducting my research, a qualitative approach of a brief demographic survey of 15 questions was sent to over 100 current and former BFVPs; I used these data to narrow down participants. There was a response rate of more than 50%, which resulted in 60 women filling out the survey; of that population, 51 checked yes to interest in being interviewed, and nine checked no to denote no interest in being interviewed. Based on criteria of the number of years played, countries played in, and teams played for, I narrowed the sample to 18 participants willing to participate in qualitative interviews. The theoretical frameworks of Black feminist thought, Black geographies, and theory of racial space were used to understand the experiences of the participants and helped me create a new conceptual framework called critical Black feminist sports geographies.
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Title: “I JUST NEED THE PLAYERS” : HOW URBAN SCHOOL LEADERS NAVIGATE RESOURCE CONSTRAINT THROUGH EXTERNAL PARTNERSHIPS.
Creator: Gilzene, Alounso A.
Date: 2021
Collection: Electronic Theses & Dissertations
Description: This study examines urban school leaders and their decision-making around external partnership relations in resource-constrained contexts. I employed a case study design guided by sense-making and cultural responsiveness to highlight behaviors that contribute to successful partnership work (Ganon-Shilon & Schecter, 2017; Khalifa, Gooden & Davis, 2016). To do this work, I conducted this research in three predominantly Black schools in the Detroit Public Schools Community District. Using in...
Show moreThis study examines urban school leaders and their decision-making around external partnership relations in resource-constrained contexts. I employed a case study design guided by sense-making and cultural responsiveness to highlight behaviors that contribute to successful partnership work (Ganon-Shilon & Schecter, 2017; Khalifa, Gooden & Davis, 2016). To do this work, I conducted this research in three predominantly Black schools in the Detroit Public Schools Community District. Using in-depth phenomenological interviewing (Seidman, 2007), I worked with three Black school leaders, and four members of the Volunteer Corps volunteer organization to understand the inner workings of the partnership relationship and how different factors influenced implementation school-wide. Volunteer Corps is an organization that works with urban school districts to provide 10-15 full-time volunteers to work in district-identified schools. The school leaders talked at length about their process of incorporating other external organizations into their schools’ operational framework. The findings from this study suggest that school leaders lean heavily on sensemaking processes when working with external partnership organizations. School leaders have to piece together an understanding based on information they gather from both formal and informal sources. Also, school leaders in the study discussed how their preparation to become principals had some gaps regarding external partnership work. Some findings suggest that when school leaders maintain partnerships with organizations that provide volunteers, the racial makeup of volunteers has a variety of effects on predominantly Black school contexts. For example, the school leaders in the study had to devote additional time to conduct cultural responsiveness training to prepare white volunteers to work with Black students. Last, school leaders named several benefits and costs associated with partnership work. While some benefits seemed obvious (i.e. additional money, additional human capital), there was some complexity and nuance in the benefits and costs. I analyzed these findings through a lens of sensemaking, to understand the process, and Critical Race Theory, to speak to the context of the communities and schools. Principals can learn from this study because it provides examples of the ways school leaders in urban school contexts have navigated the work of external partnership work. Leadership preparation programs could also benefit from understanding the mechanics of external partnership work to better prepare prospective principal candidates for the work of engaging with and maintaining resources from organizations. This study could also inform policymakers, as the findings have implications for the notion of equity, and the conditions that cause the creation of partnerships with external partnership organizations.
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Title: “IMFUNDO” THE STUDENT; THE EVOLUTION ADAPTATION, AND PRACTICE OF African CENTERED EDUCATION AT THE KARA HERITAGE INSTITUTE IN PRETORIA SOUTH AFRICA
Creator: George III, Clarence
Date: 2021
Collection: Electronic Theses & Dissertations
Description: ABSTRACT“IMFUNDO” THE STUDENT; THE EVOLUTION ADAPTATION, AND PRACTICE OF AFRICAN CENTERED EDUCATION AT THE KARA HERITAGE INSTITUTE IN PRETORIA SOUTH AFRICAByClarence George III This dissertation study (Imfundo) seeks to explore, the practice and evolution of African centered education at the Kara Heritage Institute from 2016 to 2019. This project seeks to study African centered education at Kara focusing on how the Heritage Institute instills notions of African consciousness, notions of Pan...
Show moreABSTRACT“IMFUNDO” THE STUDENT; THE EVOLUTION ADAPTATION, AND PRACTICE OF AFRICAN CENTERED EDUCATION AT THE KARA HERITAGE INSTITUTE IN PRETORIA SOUTH AFRICAByClarence George III This dissertation study (Imfundo) seeks to explore, the practice and evolution of African centered education at the Kara Heritage Institute from 2016 to 2019. This project seeks to study African centered education at Kara focusing on how the Heritage Institute instills notions of African consciousness, notions of Pan-Africanism, structural pedagogy, and culturally relevant pedagogy. This research project evaluated and observed African-centered education in South Africa at the Kara Heritage institute in Pretoria South Africa. Over 4 years of data collected has yielded a great deal of information about South Africa's unique approach to education, culture, and heritage restoration.
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Title: “IN A NEW NORMAL SITUATION, A NEW APPROACH” : MID-PANDEMIC EFL TEACHER PERSPECTIVES ON IMPLEMENTING TASK-BASED LANGUAGE TEACHING IN EAP COURSES
Creator: Siddiqui, Tamoha Binte
Date: 2021
Collection: Electronic Theses & Dissertations
Description: Scarce research exists with regards to TBLT implementation in EAP courses, especially those courses held in EFL settings. Hence, this study explores the extent to which EAP teachers from an EFL country, Bangladesh, hold beliefs that align with core TBLT principles, as well as their levels of receptiveness to using tasks in the classroom. In this mixed methods study, data was collected from 30 tertiary-level EAP teachers in Bangladesh using a questionnaire survey and follow-up interviews. A...
Show moreScarce research exists with regards to TBLT implementation in EAP courses, especially those courses held in EFL settings. Hence, this study explores the extent to which EAP teachers from an EFL country, Bangladesh, hold beliefs that align with core TBLT principles, as well as their levels of receptiveness to using tasks in the classroom. In this mixed methods study, data was collected from 30 tertiary-level EAP teachers in Bangladesh using a questionnaire survey and follow-up interviews. A convergent mixed methods analysis was used to triangulate the data and verify the findings. Results showed that participants agreed with core TBLT principles from a moderate to high level, and consistently favored use of tasks over traditional activities. Moreover, teacher beliefs and practices seem to have become further aligned with core TBLT tenets in light of the COVID-19 pandemic and subsequent shift to online teaching. I conclude the study by highlighting a number of implications for EFL teaching contexts. Additionally, I suggest that teacher and student autonomy need to be nurtured not only during curriculum development and implementation, but also in theoretical and research design.
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Title: “PALABRA EMPEÑADA” : LA CONFIGURACIÓN INTELECTUAL DE GABRIELA MISTRAL A TRAVÉS DE SUS CARTAS, 1914-1957
Creator: Romero, Lau
Date: 2022
Collection: Electronic Theses & Dissertations
Description: Gabriela Mistral (1889 – 1957) fue la primera mujer latinoamericana en obtener el Premio Nobel de Literatura, en 1945. Su reconocimiento como una fue tardío en su país natal, Chile, donde recibió el Premio Nacional de Literatura en 1951. Esta tesis investiga la correspondencia privada de Gabriela Mistral durante el período 1914 a 1957 para buscar otra explicación al fenómeno mistraliano fuera de su innegable talento. En otras palabras, esta investigación se centra en aquellas estrategias que...
Show moreGabriela Mistral (1889 – 1957) fue la primera mujer latinoamericana en obtener el Premio Nobel de Literatura, en 1945. Su reconocimiento como una fue tardío en su país natal, Chile, donde recibió el Premio Nacional de Literatura en 1951. Esta tesis investiga la correspondencia privada de Gabriela Mistral durante el período 1914 a 1957 para buscar otra explicación al fenómeno mistraliano fuera de su innegable talento. En otras palabras, esta investigación se centra en aquellas estrategias que la escritora despliega dentro del campo cultural tanto chileno como internacional (Pierre Bourdieu 1990; Toril Moi 1999; Gonzalo Catalán 1985) para asegurar su sitio dentro del mismo, expandir sus redes intelectuales y afectivas, y proteger su continuidad a través de la obtención de capital simbólico. La organización de la tesis, compuesta en cuatro capítulos, gira en torno a “nudos” en los cuales la trayectoria profesional de Mistral –y su capital acumulado– se pone en riesgo y/o se refuerzan a través del establecimiento de alianzas, amistades y favores. De allí también que la hipótesis principal se organice en torno a la “palabra empeñada”, como moneda de intercambio que posibilita no sólo diversas performances por parte de la autora, sino también por parte de sus interlocutores.
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Title: “THE UNIVERSITY OF THE VILLAGE” : THE UNIVERSITY OF NIGERIA, NSUKKA AND THE MAKING OF POST-INDEPENDENCE NIGERIA
Creator: Stevenson , Russell Wade
Date: 2020
Collection: Electronic Theses & Dissertations
Description: ABSTRACT This dissertation examines the University of Nigeria, Nsukka (UNN, the first indigenous university in Nigeria and the first land grant university in Africa. This dissertation argues that UNN represented an innovative experiment in African higher education by expanding higher education to the general populace rather than the colonially privileged elite. However, its construction drew upon patronage politics and taxation regimes that expropriated funding at the same time other regions...
Show moreABSTRACT This dissertation examines the University of Nigeria, Nsukka (UNN, the first indigenous university in Nigeria and the first land grant university in Africa. This dissertation argues that UNN represented an innovative experiment in African higher education by expanding higher education to the general populace rather than the colonially privileged elite. However, its construction drew upon patronage politics and taxation regimes that expropriated funding at the same time other regions faced education taxes. Resistance to the University’s construction reflected local sentiments of inequitable distribution of tax resources throughout Nigeria’s Eastern Region. The University also served as a mechanism in post-independence Nigerian geopolitics: as a mechanism for removing the influence of the British-established University College, Ibadan and British educational models more generally. The University of Nigeria, Nsukka would be, as Taiye Selasi and Achille Mbembe have phrased it, an “Afro-politan” institution—porous and all-encompassing of knowledge systems throughout the globe. During the Nigeria-Biafra war, UNN faced sustained wartime damage—damage from it could not easily recover. The Nigeria-Biafra war laid the groundwork for a period of sustained infrastructural decay and internal resistance, even as the Nigerian federal government enjoyed larger access to oil revenue. This dissertation examines what makes African institutions “indigenous” and how UNN represented the halting transformation from coloniality to indigeneity in the post-independence Nigerian nation-state.
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