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1
Monroy, Fonseca Marco Antonio 1975. "Developing a framework for a minority language-based utility". Thesis, Massachusetts Institute of Technology, 2002. http://hdl.handle.net/1721.1/62127.
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Thesis (S.M.)--Massachusetts Institute of Technology, School of Architecture and Planning, Program in Media Arts and Sciences, 2002.Includes bibliographical references (leaves 107-113).
While several efforts have been carried out for connecting ethnic groups to the Internet, few of them have been executed in developing countries, where lack of connectivity infrastructure prevents access of indigenous groups online, creating a less diverse World Wide Web where only few languages are present. Based on the reversal language shift theory of Fishman, and using HDL as the technology approach, I propose a framework for deploying an online collaborative environment for enhancing the presence of minority languages on the Internet. As part of this objective, this thesis documents several steps taken for deploying a HDL web server in Oaxaca, Mexico, with the participation of two native organizations in its conception. I point out positive as well as negative aspects of the experience that occurred during the process.
by Marco Antonio Monroy Fonseca.
S.M.
2
Croft, Pamela Joy, i n/a. "ARTSongs: The Soul Beneath My Skin". Griffith University. Queensland College of Art, 2003. http://www4.gu.edu.au:8080/adt-root/public/adt-QGU20030807.124830.
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This exegesis frames my studio thesis, which explores whether visual art can be a site for reconciliation, a tool for healing, an educational experience and a political act. It details how my art work evolved as a series of cycles and stages, as a systematic engagement with people, involving them in a process of investigating 'their' own realities - both the stories of their inner worlds and the community story framework of their outer conditions. It reveals how for my ongoing work as an indigenous artist, I became the learner and the teacher, the subject and the object. Of central importance for my exploration was the concept and methodology of bothways. As a social process, bothways action-learning methodology was found to incorporate the needs, motivations and cultural values of the learner through negotiated learning. Discussion of bothways methodology and disciplinary context demonstrated the relationships, connections and disjunctions shared by both Aboriginal and Western domains and informed the processes and techniques to position visual art as an educational experience and a tool for healing. From this emerged a range of ARTsongs - installations which reveal possible new alternatives sites for reconciliation, spaces and frames of reference to 'open our minds, heart and spirit so we can know beyond the boundaries of what is acceptable, so that we can think and rethink, so that we can create new visions, transgressions - a movement against and beyond boundaries' (hooks, 1994 p.12). Central to studio production was bricolage as an artistic strategy and my commitment to praxis - to weaving together my art practice with hands-on political action and direct involvement with my communities. I refer to this as the trial and feedback process or SIDEtracks. These were documented acts of personal empowerment, which led to a more activist role in the political struggle of reconciliation. I conclude that, as aboriginal people, we can provide a leadership role, and in so doing, we can demonstrate to the wider community how to move beyond a state of apathy.
3
Croft, Pamela Joy. "ARTSongs: The Soul Beneath My Skin". Thesis, Griffith University, 2003. http://hdl.handle.net/10072/367423.
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This exegesis frames my studio thesis, which explores whether visual art can be a site for reconciliation, a tool for healing, an educational experience and a political act. It details how my art work evolved as a series of cycles and stages, as a systematic engagement with people, involving them in a process of investigating 'their' own realities - both the stories of their inner worlds and the community story framework of their outer conditions. It reveals how for my ongoing work as an indigenous artist, I became the learner and the teacher, the subject and the object. Of central importance for my exploration was the concept and methodology of bothways. As a social process, bothways action-learning methodology was found to incorporate the needs, motivations and cultural values of the learner through negotiated learning. Discussion of bothways methodology and disciplinary context demonstrated the relationships, connections and disjunctions shared by both Aboriginal and Western domains and informed the processes and techniques to position visual art as an educational experience and a tool for healing. From this emerged a range of ARTsongs - installations which reveal possible new alternatives sites for reconciliation, spaces and frames of reference to 'open our minds, heart and spirit so we can know beyond the boundaries of what is acceptable, so that we can think and rethink, so that we can create new visions, transgressions - a movement against and beyond boundaries' (hooks, 1994 p.12). Central to studio production was bricolage as an artistic strategy and my commitment to praxis - to weaving together my art practice with hands-on political action and direct involvement with my communities. I refer to this as the trial and feedback process or SIDEtracks. These were documented acts of personal empowerment, which led to a more activist role in the political struggle of reconciliation. I conclude that, as aboriginal people, we can provide a leadership role, and in so doing, we can demonstrate to the wider community how to move beyond a state of apathy.Thesis (Professional Doctorate)
Doctor of Visual Arts (DVA)
Queensland College of Art
Queensland College of Art
Full Text
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Hagberg, Anna, Antonia Horodinca, Simone Hedelund i Ida Hillerup. "Kurdish minority rights: What’s the problem represented to be?" Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-21194.
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The purpose of this study was to investigate statements made by the leader of the Kurdistan Workers Party (the PKK), Abdullah Öcalan. The selection of material and scope were motivated by a rhetorical shift of strategy of the historically violent PKK, proposing cooperation as a solution to the suppression of the Kurdish minority within the Turkish nation-state. Investigation of the statements was done using Carol Bacchi’s “What’s the problem represented to be?” approach. It was chosen as both methodological frame and theoretical approach. The primary objective is to interrogate problem representations. The “WPR approach” constitutes a reflective research practice enabling critical assessment of what presuppositions and assumptions constitute a particular problem representation. Critically investigating a problem representation and its proposed solution resulted in an advanced understanding of the conflict between the Kurdish minority and the Turkish nation-state. What showed most interesting in the conducted study was not merely investigating this representation, but rather unraveling its underlying and supportive components such as presuppositions, assumptions, dichotomies and categorisations. A central finding was the discovery of what was left unproblematic and silenced in this particular problem representation.
5
Traina, Denice N. "Politics and Poetry: Not so Separate Spheres (Voice of the Minority Muse)". Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1793.
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This thesis contributes to continuing assessments of women writers and their political activities during the long eighteenth century. Analyzing works by Aphra Behn, Hannah More, and Anna Letitia Barbauld, I assert that these writers projected their voices into public affairs, and I explore their treatment of poetic forms. Through writing, they claimed equality with fellow authors and participated as equals beside the period's political leaders, debating about and commenting upon a wide array of concerns like the Glorious Revolution, the abolition of the slave trade, British military expansion, and religious and political liberties. This thesis argues that Behn, More, and Barbauld spoke as muses for the minority causes of their historical moment; their political-poetic participation further blurs the distinction between once held perceptions of the Habermasian public sphere.
6
Edgecomb, Elizabeth. "Looking Good and Taking Care: Consumer Culture, Identity, and Poor, Minority, Urban Tweens". Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3474.
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Looking Good and Taking Care: Consumer Culture, Identity, and Poor, Minority, Urban Tweens is an ethnographic examination of how poor, minority, urban tweens (age 7-14) use consumer culture to create and perform their personal and social identities. Although portrayed in mass media as selfish and hedonistic, this work finds tweens creating profoundly social, giving, and caring identities and relationships through consumption. Their use of consumer culture is also a form of political resistance that subverts their place in the age, class, and race hierarchy. These tweens use “looking good” (attention to grooming, style, and behaving respectably), and not name brand goods, to show they have respect for themselves, that their families care about them, and that, by extension, society in general should care for and about them. Far from seeking status through consuming, the tweens largely seek belonging and care. They also utilize both consumption and denial of their consumer desires to show care for their families. Furthermore, the tweens use consumer culture to enact resistance against the most tangible form of social control in their lives—school—by employing products and consumer knowledge to subvert the rules of uniforms and structured school time.
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Khudu-Petersen, Kelone. "Intercultural arts education : initiating links between schools and ethnic minority communities, focusing on the Kweneng West Sub-District in Botswana". Thesis, University of Edinburgh, 2008. http://hdl.handle.net/1842/29195.
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The rationale for this research was the discovery that primary school children with BaSarwa and BaKgalagari ethnicity in the Kwengeng West Sub District of Botswana showed poorer academic performance and higher school dropout rates than the average pupils of the country. The researcher worked on the assumption that the cause was the cultural non-recognition of these ethnic minority groups on the part of Botswana’s education system. Preliminary findings based on questionnaires, semi-structured interviews and systematic observations yielded evidence supportive of the assumption: teachers, frustrated about being posted in remote areas and about the overwhelming demand of having to take children with no linguistic background in the official language of Setswana to nationally comparable academic levels, projected the blame on community members. Teachers often reacted by depriving pupils of basic care and ill-treating children. The researcher developed ‘Intercultural Arts Education’ (ICAE) as a tool to be implemented in an effort to bridge the cultural gap by involving community members in conducting arts lessons and supporting teachers to develop methodological skills, encouraging positive attitudes towards pupils and initiating cooperation with community members following concepts of ‘Community Based Education’ (Corson, 1984). The study defines ICAE as the interdisciplinary teaching of arts in primary schools. The researcher introduced ICAE in six Year Four classes in six villages in the Kwengeng West Sub-District of Botswana for one year. Feasibility and effectiveness was evaluated through pre- and post-intervention data collection from teachers, pupils, parents and other community members and through comparison with six comparator schools. Results showed practising ICAE had generally a positive effect on the attitudes of both teachers and pupils. Success depended predominantly on the teachers’ preparedness and ability to get involved with community based education. The study suggests the training of teachers specialised in teaching children of ethnic minorities with lengthy core in-service courses with the support of lecturers specialised in the field at schools located in areas predominantly inhabited by ethnic minorities.
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Garcia, Paula Riley. "Comparison of quiet and outgoing language minority students through journal writing". CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/960.
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Outgoing students have the advantage over quiet students in oral class participation. Our problem was to determine whether this relationship was the same in the medium of writing by studying differences in quantity and quality of writing between a quiet and an outgoing group.
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Dillender, Amber Nichole. "The Integration of African Muslim Minority: A Critique of French Philosophy and Policy". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3073.
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ABSTRACT
The numerous images of violence perpetrated by radicalized followers of Islam, has highlighted the complexities surrounding assimilation and integration of Muslims in Western society. Since the guest worker recruitment from French African colonies initiated after World War II, France has been witness to the unanticipated development of permanent communities of African laborers, many of whom are Muslim. Despite consistent promotion of French monoculture and specifically the use of the assimilation model for integration, segregation of African Muslims has occurred. Through the construction of a single country case study, I explore integration issues surrounding the French Muslim minority communities. I seek to assess the occurrences of segregation among African Muslims, and theorize that process established by the French government for the assimilation and integration of African Muslims into French society has culminated in the formation of segregated African Muslim diaspora communities. This topic was chosen because I possess a general interest in the integration of Muslims into Western society. Due to the broadness of the Muslim population, and given their high visibility I narrowed my focus on African Muslims. Furthermore, this topic was chosen to determine the viability of the French case as an alternative to the failed policies of multiculturalism. Therefore, I examine the assimilation strategy of French Republicanism established in France by the French Revolution of 1789. This thesis is relevant given the rising visibility of Muslims throughout Western society. Furthermore, the increased visibility highlights the position of African Muslim communities in France. The evidence presented in my thesis demonstrates that the presence of segregated African Muslim communities is an unintended consequence of the historical development of French monoculture and colonialism. French assimilation of African Muslims is not a complete failure due to marginal successes of African Muslims in political and economic arenas. Furthermore, the segregation of African Muslims in France does not diminish the viability of assimilation strategy in the overall integration of Muslims into Western society, especially as politicians across the European continent denounce the failed policies of multiculturalism.
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Banks, Troylin Lavon. "Where am I?Intersections between Ethnic Minorities and Liberal Arts Writing-Intensive Programs". University of Findlay / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1462266182.
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Mihalas, Stephanie Tamara. "Positive protective factors as moderators in the relationship between relational victimization and depression in minority adolescents". [Tampa, Fla] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002177.
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Osorio-Arzate, Elizabeth. "Literacy and Ideology: A Qualitative Research Study of a Language Arts Class of Language Minority Students Using the Scripted Curriculum High Point". Digital Commons at Loyola Marymount University and Loyola Law School, 2008. https://digitalcommons.lmu.edu/etd/256.
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This qualitative research study inquired about the literacy experiences of language minority students in a middle school language arts classroom using the scripted program High Point. In addition, the study inquired about the ideology present in the curricular program High Point. Using qualitative methodology and an inductive analysis approach to the data, the findings of this study were alarming. The study found that there was no literacy or learning occurring in the classroom. There was not even functional literacy occurring in the classroom. On the contrary, students were being assimilated into a dominant culture different than their own, leading to resistance on the students’ behalf as they were clearly tracked for a life in high school that did not prepare them for academic success.
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Stack, James Dennis. "The development of English academic language proficiency by language minority students learning English as a Second Language in school settings". Scholarly Commons, 1992. https://scholarlycommons.pacific.edu/uop_etds/2841.
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The purpose of the study was to examine the growth of English academic language proficiency by language minority students who were learning English as a second language in an urban school setting. In light of Cummins' theory of language proficiency, the research investigated English development over a one year period in the areas of language most needed for academic success in school, reading and language. Growth in English academic language proficiency was examined across socioeconomic groups, language groups, years of instruction in the district, places of birth, and levels of oral language proficiency. The research sample included 4,663 students in two groups: a focus group of 2,460 students learning English as a second language in school, and a comparison group of 2,203 students from an English language background who had never received second language instruction. All the students were enrolled in grades 4 and 5 and had participated in districtwide standardized test administrations in Spring 1988 and Spring 1989. In addition to test results, information was collected pertaining to the following background characteristics: socioeconomic status, primary language background, length of time in the district, birthplace, and level of oral language proficiency. Statistical analysis with t-tests and Anovas indicated significant differences in CTBS Reading and Language gain scores favoring the second language learners compared to the national norm group and the non-second language learners. Although there was a narrowing of the achievement gap, it would take 5 to 7 years to close it at the observed rate. Among second language learners there were no differences in Reading and Language growth by socioeconomic status; all SES groups were narrowing the gap. There were differences in Reading and Language gains by years in the district; the students with fewer years were exhibiting the greater gains. In Reading growth there were no significant differences by language background, birthplace, or oral language proficiency; however, in Language growth there were differences. These differences were in the test area which is more dependent on formal schooling. It is recommended that emphasis be placed on reading and writing instruction and that students be given bilingual/ESL support for a longer period time.
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Jagusztyn, Nicole Ellis. "Perceived Workplace Discrimination as a Mediator of the Relationship between Work Environment and Employee Outcomes: Does Minority Status Matter?" Scholar Commons, 2010. http://scholarcommons.usf.edu/etd/3657.
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The purpose of the current study was to explore the role of six organizational factors (Equal Employment Opportunity, minority segmentation, diversity climate, instrumental social support, emotional social support, and token status) in the perception of discrimination in the workplace by minorities and majority-group members. Five outcomes (job satisfaction, organizational commitment, intention to turnover, physical health, and psychological health) were investigated in response to perceived discrimination. Moderated mediation was used to test hypothesis where perceived discrimination mediated the relationship between organizational antecedents and outcomes; minority status served as the moderators. Support for the mediating role of perceived discrimination was found in the relationship between each organizational antecedent and outcome. In each case, poorer environmental conditions related to increased perceived discrimination which in turn related to more negative workplace attitudes and health outcomes. Implications for workplace design are discussed.
15
Waldrum, Sharon Gatling. "African American Adult Education Professors: Perceptions of Graduate Studies in Adult Education". [Tampa, Fla.] : University of South Florida, 2005. http://purl.fcla.edu/fcla/etd/SFE0001277.
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McDougall, Morgan Elizabeth. "Teaching Native American and Middle East American Literature in the Secondary School Classroom". Bowling Green State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1522853726757563.
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Sosa, Daniel. "Historieundervisning för andraspråkselever". Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30601.
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Syftet med detta arbete är att, genom utsagor om verkliga erfarenheter från lärare, utforska språkets betydelse för att andraspråkselever ska utveckla sitt historiemedvetande. Undersökningen vill vidare visa fram de utmaningar lärarna upplever med historieundervisning för andraspråkselever. Slutligen vill undersökningen ge exempel på hur lärare bemöter de utmaningar de upplever. Syftet uppnås genom intervjuer med sex lärare i årskurs 1-3 på en skola med en hög andel andraspråkselever. Metodvalet är kvalitativ forskningsintervju. Utifrån intervjuerna belyses lärarnas uppfattningar. Resultatet framställs i form av teman. Resultatet visar att lärarna ser brister i det svenska språket som en barriär för att eleverna ska uppnå kunskapskraven och därigenom utveckla sitt historiemedvetande. Andra utmaningar som lärarna ser är att läsning inte förekommer tillräckligt mycket bland eleverna, varken på andraspråket eller modersmålet, att konflikter kring olika historiska referensramar uppstår bland eleverna, att den svenska historien kan vara svår för eleverna att relatera till. Dessa utmaningar kan också ses som barriärer för att utveckla elevernas historiemedvetenhet. Lärarna arbetar till viss del med att utveckla elevernas historiemedvetande, men i begränsat omfång och framtidsperspektivet saknas. Lärarna beskriver att de arbetar med stöttning för att främja elevernas språkutveckling. Dock visar resultatet att det finns utrymme för att arbeta mer med språkutvecklande insatser.
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Mitchell, Keva Latrice. "Perceptions from the Principals’ Desks: African American Elementary Principals and Reading Curriculum and Instruction in a Central Florida County". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000398.
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Martin, Nicole R. "The role of the home literacy environment in the development of early literacy skills and school readiness in kindergarten children from low socioeconomic and minority families". [Tampa, Fla] : University of South Florida, 2006. http://purl.fcla.edu/usf/dc/et/SFE0001694.
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Matthews, Yanique T. "Program satisfaction, school climate perceptions, and psychoeducational experiences in college preparatory programs : a comparison of Caucasian and ethnic minority students". [Tampa, Fla] : University of South Florida, 2009. http://purl.fcla.edu/usf/dc/et/SFE0003247.
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Nguema, Ndong Arland. "Investigating the Role of the Internet in Women and Minority STEM Participation: A Case Study of Two Florida Engineering Programs". Scholar Commons, 2011. http://scholarcommons.usf.edu/etd/3734.
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Despite our awareness of the fascination modern humans have with the Internet, little is known about how and why colleges and universities create and maintain Websites. At the most general level, in this case study, I hypothesize that university Websites serve as communication and marketing tools in attracting students. At the most specific level, I postulate that civil engineering programs with Web pages depicting images of women and minorities would be more successful in recruiting and retaining women and students of color than civil engineering programs with Web pages displaying fewer or no images of women and minorities. The primary goal of this case study was to examine the relationships between Website information content and the recruitment and retention of women and minority pre-civil engineering students. The second, but equally important, goal was to investigate the reason(s) why, despite efforts to recruit and retain individuals from disenfranchised populations into STEM majors, students from these groups not only remain underrepresented in engineering, but leave this discipline at a much higher rate than their non-minority male counterparts. This case study focused on two Florida state university civil engineering programs and drew on ethnographic research methods. I used interviews, focus groups, Web pages, demographic sheets, and observations to examine the relationships between Website content and access to undergraduate civil engineering programs for women and students of color. The study sample involved 40 respondents, including pre-civil engineering students, civil engineering professors, and university administrators. Research findings suggested that Internet marketing has become a key strategy used by civil engineering programs in recruiting and retaining students from underrepresented groups. Additionally, the study revealed that both prospective and pre-civil engineering students use departmental Websites for communication and enrollment purposes. Last, but certainly not least, the study found that online climate is a significant factor in the recruitment and retention of women and students of color in civil engineering programs.
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Smith, Lance Santoro. "The effects of homophobia, legislation, and local policies on heterosexual pupil services professionals' likelihood of incorporating gay affirming behaviors in their professional work with sexual minority youths in public schools". [Tampa, Fla.] : University of South Florida, 2007. http://purl.fcla.edu/usf/dc/et/SFE0002156.
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Moore-Porter, Terri Maria. "DIVERSITY IN YOUNG-ADULT LITERATURE AND ITS IMPACT ON SELF-IDENTITY IN MINORITY AND MAJORITY STUDENTS IN THE SECONDARY ENGLISH CLASSROOM". University of Findlay / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1570618161175647.
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Rahim-Williams, F. Bridgett. "African American Women With Type 2 Diabetes: Understanding Self-Management". [Tampa, Fla.] : University of South Florida, 2004. http://purl.fcla.edu/fcla/etd/SFE0000527.
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Eisenberg, Jarin Rachel. ""The best we can with what we got" mediating social and cultural capital in a Title I school /". [Tampa, Fla.] : University of South Florida, 2009. http://digital.lib.usf.edu/?e14.2847.
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Piedra, Osvaldo. "An explanatory examination of relationships between measures of school and student socioeconomic status and reading and math achievement of Hispanic limited English proficient (LEP) high school students". Scholar Commons, 2009. http://scholarcommons.usf.edu/etd/2145.
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Hispanics are the largest and fastest growing minority population in the U.S. requiring limited English proficiency services (Guglielmi, 2008). Many schools and school districts place heavy emphasis on high stakes testing. The No Child Left Behind (NCLB) Act of 2001 requires all children to have access to a fair, equal, and high-quality education. Many schools and school districts focus on individual students to show grade level performance for small populations such as limited English proficient (LEP) students. The purpose of this study was to examine the question, "What was the relationship between measures of school and student socioeconomic status, and reading and math achievement of Hispanic LEP high school students?" Guiding this study was the conceptual framework, the middleclass education concept.
This concept suggested that underprivileged students attending an impoverished school had lower academic success than did underprivileged students attending a middleclass school with middleclass values. This study was developed from secondary data analysis of archived data from the Pinellas County School Board database. Pearson correlation coefficients were computed between the variables in this study. The correlation analysis was followed by a multiple regression analysis to estimate the capacity of the subsidized meal program, student absences, gender, grade point average (GPA), and the Norm Referenced Test (NRT) reading and math to explain reading and math achievement, as defined by the Florida Comprehensive Assessment Test in reading and math.
The results of this study provided insight that the role played by indices of school and student SES may be different for Hispanic LEP students than for other minority students, such as African American and Hispanic or Latino high school students. The results showed that measures of SES were not as strong as expected based on the current research literature. GPA and NRT provided the strongest explanation of variability for FCAT reading and math scores. Other indicators such as student absences and gender were not statistically significant for explaining the FCAT reading and math scores. Thereby, indicating that the conceptual framework, the Middleclass Education Concept, may not apply to Hispanic LEP high school students and thus, further research for this population is needed.
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Glass, Christine J. "A Multilevel Analysis of Institutional Fiscal Autonomy and its Effect on Affordability, Operating Efficiency, and Minority Access at Public Colleges and Universities". Scholar Commons, 2012. http://scholarcommons.usf.edu/etd/4051.
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In recent years, an unstable funding environment for state higher education systems has led to a trend of increasing institutional fiscal autonomy in exchange for reductions in appropriations. With the growing concern that reducing state oversight will result in increased tuition and spending levels, this study was designed to provide a clearer understanding of how fiscal autonomy at public institutions impacts measures important to the state public policy goals of affordability, operating efficiency, and access. To accommodate the diversity and hierarchical structure of public institutions, this study used multilevel modeling techniques to integrate complex, interrelated institution- and state-level data. Institution-level data were provided primarily by the Delta Cost Project and State Higher Education Executive Officers (SHEEO) in the analysis of 395 public four-year institutions across sectors in 43 states. The three dependent variables measured changes in tuition revenue net of institutional grants, education and general spending, and minority student enrollment for academic years ending 2003 through 2009. In addition to other institution- and state-level characteristics and performance measures, explanatory variables included three regulatory or political descriptors: institutional tuition-setting authority, resource control, and state governance structure. Prior to this study, there was little empirical evidence to either support or counter claims that reducing state oversight would lead to increases that could threaten access, particularly for students in low-income and minority populations. This analysis did find evidence of a relationship between tuition-setting authority and institutional outcomes, however, statistical significance varied by outcome measure as well as category of tuition-setting authority. There were also other important factors related to the outcomes including level of appropriations, extent of reliance on state funding, and regional compact affiliation. Although results were mixed, this effort serves as a starting point for future research to help inform state and institutional decision-makers as they search for ways to address funding gaps without sacrificing their public agenda.
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Banfather, Kaj, i Kristofer Johansson. "Meningen med LIV1 : Semiotisk karaktärsdesign för animation". Thesis, Karlstads universitet, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:kau:diva-68594.
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Meningen med LIV1: Semiotisk karaktärsdesign för animation är en rapport skriven för ett examensprojekt utfört av Kaj Banfather och Kristofer Johansson som studerar Medie- och kommunikationsvetenskap: Visuell kommunikation och design vid Karlstads universitet. Projektets uppdragsgivare var organisationen Fryshuset, där en animation som beskriver ett av deras många sociala projekt LIV1, som går ut på att belysa det positiva med etnisk, kulturell och religiös mångfald, skulle skapas. För att gå i linje med Fryshusets värderingar och målet med LIV1 blev det därför av stor vikt att designa de karaktärer som skulle komma att finnas i animationen på ett etiskt sätt som inte förstärker stereotyper. Med teori om stereotyper och banal nationalism utforskades även idén om förekomsten av banala stereotyper. Stereotypa representationer som blivit så pass normaliserade att de ofta inte ses som direkt kontroversiella. För att identifiera de tecken och koder som kom att användas (eller undvikas) för att representera etniska och kulturella minoriteter utan att bygga på befintliga stereotyper, vare sig banala eller inte, utfördes en semiotisk analys av de två populära, svenska TV-serierna Bonusfamiljen och Torpederna. Analysen utfördes genom att undersöka tecken inom kategorierna det estetiska, beteende och kontextualitet. Resultatet visade att kontextualitet var avgörande för hur etniska minoriteter representeras i de båda serierna. När narrativet kretsar kring vad som ska föreställa svenska familjeliv och de relationer och konflikter som förekommer där, visade det sig att etniska minoriteter fick betydligt mindre betydelsefulla roller och därmed kortare skärmtid. När det istället handlade om kriminalitet ökade skärmtiden för etniska minoriteter då de fick viktigare roller, men detta kopplades starkt till att de representerades som kriminella. Beträffande det estetiska och beteende påträffades inga större avvikelser mer än att etniska minoriteter oftare observerades med våldsamma beteenden, men enbart i den serie som handlade om kriminalitet. Även detta kopplades till kontextualitet och hur etniska minoriteter oftare representerades som kriminella då det övergripande var de brottsliga karaktärerna som iakttogs utföra våldshandlingar. Slutresultatet diskuterades i koppling till de nämnda teorierna och även tidigare forskning om representationer av etniska minoriteter och karaktärsdesign. För att undvika att förstärka stereotyper designades karaktärer utifrån undersökningens resultat. De fyra, unga karaktärerna fick därför olika etniciteter och en jämnare fördelning av skärmtid. De placerades även i kreativa miljöer och representerades med intressen därefter för att motverka stereotypen av att etniska minoriteter oftare är kriminella.The meaning of LIV1: Semiotic character design for animation is a report written for a graduation project by Kaj Banfather and Kristofer Johansson who studies Media and Communication Studies: Visual Communication and Design at Karlstad University. The project's commissioner was the organisation Fryshuset, where an animation describing one of their many social projects, LIV1, that aims to highlight the positive effects of ethnic, cultural and religious diversity, was to be created. To keep in line with Fryshuset's values and the objective of LIV1, it was therefore important to design the characters that would exist in the animation in an ethical way that did not amplify stereotypes. With theories concerning stereotypes and banal nationalism the report also explored the idea of the existence of banal stereotypes. Stereotypical representations that have become normalised to the extent that they are often not seen as directly controversial. To identify the signs and codes that came to be used (or avoided) to represent ethnic and cultural minorities without building on existing stereotypes, whether banal or not, a semiotic analysis of the two popular Swedish television series Bonusfamiljen and Torpederna was performed. The analysis was conducted by examining signs within the categories the aesthetics, behaviour and contextuality. The results showed that contextuality often was crucial for the representation of ethnic minorities in both series. When the narrative revolves around what is supposed to represent Swedish family life and the relationships and conflicts that occur within that, it turned out that ethnic minorities gained significantly less important roles and thus, shorter screen time. When crime was the main topic, screen time for ethnic minorities increased as they were assigned more important roles, but this was linked to being represented as criminals. Regarding the aesthetics and behaviour, no major discrepancies were found more than that ethnic minorities more often were observed with violent behaviours, but only in the series revolving crime. This was also linked to contextuality and how ethnic minorities more often were represented as criminals and how criminal characters mostly were the ones observed to carry out acts of violence. The final results were discussed through the perspectives of the mentioned theories and also previous research on representations of ethnic minorities and character design. In order to avoid enhancing stereotypes, characters were designed based on the results of the analysis. The four young characters therefore received different ethnicities and a more even distribution of screen time. They were also placed in creative environments and then represented with the interests to counteract the stereotype that ethnic minorities more often are criminals.
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Ballentine, Brandon Clarke. "The Narrative Lens: Understanding Eudora Welty's Fiction through Her Photography". Digital Commons @ East Tennessee State University, 2006. https://dc.etsu.edu/etd/2199.
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Eudora Welty's brief photographic career offers valuable insight into the development of her literary voice. She discovers many of the distinguishing characters of her fiction during the 1930s while traveling through Mississippi writing articles for the Works Progress Administration and taking pictures of the people and places she encountered. Analyzing the connections between her first collection of photographs, One Time, One Place: Mississippi during the Depression: A Snapshot Album, and her first collection of short stories, A Curtain of Green, and Other Stories, reveals the writer's sympathetic attitude towards her characters, the prominence of place in her fiction, and her use of time in the telling of a story.
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Conway, Mary Suzanne. "Achieving Catharsis: The Impact of Theatre on Lesbian, Gay, Bisexual, and Transgendered Youth". University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1302459493.
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Mora, Harder Maribel G. "English Reading/Language Arts Instruction in First-Grade Classrooms Serving English Language Learners: A Cross-Analysis of Instructional Practices and Student Engagement". Scholarly Repository, 2009. http://scholarlyrepository.miami.edu/oa_dissertations/242.
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This study was designed to provide information on the reading instructional practices of 36 first grade teachers in nine schools that serve predominantly Spanish-speaking and ELL students in a southeastern U.S. school district. The purpose of this investigation was to describe teaching practices employed during English language arts instruction and to examine their use in relation to instructional grouping strategies, teacher language use, and student engagement. Participating classrooms were observed three times throughout the 2006-07 school year. Data were collected via the Timed Observations of Student Engagement/Language (TO/SEL) classroom observation instrument (Foorman & Schatchneider, 2003). Paired sample t-tests, multivariate analyses of variance (MANOVA), and multiple regression analyses were employed to investigate the relationship among the following observed variables: allocation of reading instructional time, grouping strategies, teacher language use and student engagement. Several key findings emerged. Participating teachers spent a greater amount of time on meaning-focused reading instruction (i.e., writing, reading texts, reading comprehension) than on code-focused reading instruction (i.e., word work, spelling, reading fluency, phonemic awareness), both during all four observed grouping strategies and after controlling for individual student seat work. In addition, of five key collapsed instructional variables (word work/spelling, oral language, writing, reading texts, and reading comprehension), teachers spent most time on word work/spelling (19%) and writing (18%). Reading texts and reading comprehension instruction together comprised 26% of total instructional time. Whole class instruction was the grouping strategy of choice among teachers (65% of total observed time); in sharp contrast, teachers spent 11% of observed time engaged in small group instruction, despite research findings supporting the effectiveness of sound grouping instruction. In addition, as little as 1% of teachers' total instructional time was spent in oral language/discussion, and 6% of total instructional time was spent in vocabulary instruction. The results also demonstrated little variation in teacher language use. Thus, evidence of "codeswitching" was not significant. Student engagement was high- 91% of total time students were observed; and was highest during writing and word work/spelling instruction. More longitudinal research is warranted that further explores precisely documented teacher reading instructional practices in relation to student outcomes with culturally and linguistically diverse student populations. Implications for practice include teacher training and professional development on managing small group instruction, and incorporating additional oral language/discussion, vocabulary and meaningful tasks into daily classroom activities.
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Hannah, Kathleen. "He was a Glance from God: Mythic Analogues for Tea Cake Woods in Zora Neale Hurston's Their Eyes Were Watching God". TopSCHOLAR®, 1992. https://digitalcommons.wku.edu/theses/2420.
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The use of myth in Zora Neale Hurston's Their Eyes Were Watching God has been touched on by a few critics, but the wealth of Hurston's knowledge of different cultures offers readers a number of stories and tales from which to draw possible analogues to her characters. In fact, readers can trace Greek, Roman, Norse, Babylonian, Egyptian, African and African-American mythic elements in her character Tea Cake Woods. Hurston uses these analogues to enrich the characterization and to posit her theories of love and happiness in the modern age.
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Day, Lisa. "Meet Me in the Semiotic Glen: The Evolution of Gender Communication in the Early Novels of Robert Penn Warren". TopSCHOLAR®, 1993. https://digitalcommons.wku.edu/theses/2232.
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Sexuality in the early novels of Robert Penn Warren is generally not appealing, intimate, or indicative of love between partners, in part due to the seeming coldness of the female characters and the near-asexuality of the males. However, when both social and personal interactions between the characters are analyzed semiotically according to the theories of Julia Kristeva, a pattern emerges which explains the harshness of the bond between men and women.
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Jones, Patrice E. "Reading Alice Dunbar-Nelson Through the Eyes of a Creole". ScholarWorks@UNO, 2018. https://scholarworks.uno.edu/td/2505.
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Abstract Over the last fifty years scholars have worked to recover the work of late nineteenth, early twentieth-century writer Alice Dunbar-Nelson. Many scholars have acknowledged the impact of New Orleans culture and history in her writing as well as attempted peel back the layers of her stories in order to understand her commentary on structures of race, class, and gender in nineteenth-century New Orleans. This hybrid paper, both creative and academic, subjective and objective, is a reading of her work through the Creole lens. Reading Alice Dunbar-Nelson through a Creole lens illuminates the radical nature of her work which has not always been seen through alternative lenses. This paper is a viewing of the work of Dunbar-Nelson from the marginal space which it illustrates and from which it comes. Through personal narrative and analytical thought this paper explores a different approach to literary criticism.
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Rhodes, Mark A. II. "“They Feel Me a Part of that Land”: Welsh Memorial Landscapes of Paul Robeson". Kent State University / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=kent1430923136.
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Banner, Terron. "A Case Study of The Miami Beach and Miami-Dade County Education Compact: Responsive Education and Reform in a Diverse 21st Century". The Ohio State University, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=osu1546267584562696.
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Orozco, Graciela Leon. "The education and empowerment of immigrant Latinos through talk radio". Scholarly Commons, 2001. https://scholarlycommons.pacific.edu/uop_etds/2600.
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This study looks to Spanish-language radio as a culturally appropriate tool for educating immigrant adults. Recognized extensively as an effective tool for educating and empowering individuals, many consider radio the medium of choice of the less literate. This descriptive study examines the only national Spanish-language talk show in public radio, Línea Abierta , to discover the educational benefits of this program and to determine whether it contributes to the empowerment of its listeners. Thirty-five Latino immigrant adults were interviewed across three states either by phone or face-to-face utilizing a standardized interview protocol. Findings are analyzed according to the ideas of John Dewey, Paulo Freire, and Lev Vygotsky. Results of the study suggest that the program, Línea Abierta , facilitates the empowerment of its listeners by (a) contributing to increased awareness and access to information; (b) enhancing the sense of community of Latinos; and (c) providing a dialogic tool that allows people to take the initiative in adapting and transforming their lives. The data indicate that the program has made a difference in the quality of peoples' lives. The data support other studies that document the importance of maintaining and building upon the home language and culture. The program, Línea Abierta , creates Vygotskian zones of proximal development by challenging immigrant listeners to co-construct knowledge through dialogue and discussion with their peers.
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Shepard, Brandi A. "Using Dramatic Literature to Teach Multicultural Character Education". University of Akron / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=akron1311813861.
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Seager, Cecchini Ashley. "“Maybe I’ll see you on the stage”: Spontaneous Audience Action in the Performance of the Plays of Victoria Nalani Kneubuhl". Miami University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=miami1281283461.
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Curtis, Matthew Cowan. "Slavic-Albanian Language Contact, Convergence, and Coexistence". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1338406907.
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Daniel, Candace Jean. "The Evolution of Feminine Loyalty Trends in Twentieth and Twenty-First Century Appalachian Literature". Digital Commons @ East Tennessee State University, 2008. https://dc.etsu.edu/etd/1954.
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Loyalty to the self, family, and husband create interesting tensions for feminine characters in Appalachian literature. Traditional views of loyalty dictate that the Appalachian woman chooses to be loyal to her husband and family while abandoning her self loyalty. Appalachian women writers define the terms of loyalty and the conflicts these three levels create. Furthermore, studying a progression of novels from 1926 to the present shows that feminine loyalty trends have changed. This argument focuses on examining loyalty trends of feminine Appalachian characters, studying the contentions among those loyalties, specifically showing how loyalty patterns have changed in literature, and offering speculation on why these loyalty patterns have changed progressively in Appalachian literature. The study includes five Appalachian novels: The Time of Man by Elizabeth Madox Roberts, The Dollmaker by Harriette Arnow, Storming Heaven by Denise Giardina, Prodigal Summer by Barbara Kingsolver, and The Midwife's Tale by Gretchen Morgan Laskas.
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Claros, Berlioz Esther María. "Al claroscuro: A rendering of the educational and schooling experiences of child migrants from the northern countries of Central America". Miami University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=miami1574381333059751.
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Huang, Claudia (Chang). "Han-minority relations as depicted in twentieth century Chinese art". Thesis, Boston University, 2008. https://hdl.handle.net/2144/27676.
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Thesis (B.A.)--Boston University. University Professors Program Senior theses.PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
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Kain, Megan Marie. "Bind, Tether, and Transcend: Achieving Integration Through Extra-Therapeutic Dance". Antioch University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=antioch1466901499.
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St-Onge, Colette G. "Symbols of Authenticity: Challenging the Static Imposition of Minority Identities through the Case Study of Contemporary Inuit Art". Thèse, Université d'Ottawa / University of Ottawa, 2011. http://hdl.handle.net/10393/20491.
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This thesis examines the use and promotion of shamanic themes in contemporary Canadian Inuit art, being the principle venue in which Inuit identity is presented to non-Inuit in Canada and internationally. The image of Inuit identity promoted through the arts since the mid-twentieth century is arguably the product of non-Inuit state authorities, but Inuit artists themselves are increasingly asserting their voice in their arts and crafts, thereby challenging the image of Inuit identity to non-Inuit. This project first problematizes the history of contemporary Inuit art, where the construction of Inuit identity was heavily prescribed, and then turns to the shifts occurring in Inuit art to highlight the process of identity construction and the agency of Inuit within it. In the process, this project challenges the static conceptualization of minority identities in diverse societies by both state authorities and majority populations. This dissertation contends that Inuit art and identity are fluid concepts and there must be an emphasis made to permit for their fluidity, to avoid affirming a static minority identity in a diverse society, whether in the public or state forums. Consequently, the effort to assert the authenticity of these intangible concepts is contrary to the ideals of diversity and equality promoted in Canada.
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Rodriguez, Jennifer. "INFORMAL ART THERAPY GROUP AMONG MINORITY SENIORS IN INDEPENDENT LIVING COMMUNITIES". CSUSB ScholarWorks, 2018. https://scholarworks.lib.csusb.edu/etd/658.
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The elderly population have developed some resistance toward accepting community-based social services. Such resistance could be detrimental to the well-being of low-income seniors by hindering their chance of accessing services intended for them in the first place. Art therapy is seen as a promising intervention against client resistance. This study evaluated the effectiveness of art therapy on reducing resistance to services among low-income seniors living in independent living communities. Through a pre-experimental design, this study analyzed administrative data for a sample of 37 participants from a social service agency in Southern California. Results from two non-parametric tests (WilcoxonSigned-Rank and Mann-Whitney-U) revealed that art therapy is very effective in reducing resistance among seniors. Implications for gerontology and social services providers were discussed.
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Skobel, Ekaterina. "Reversing Language Shift in Galicia : A Present-Day Perspective". Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-60489.
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The present thesis is about the current linguistic situation in the Spanish province of Galicia and about the prospects of the Galician language in modern times. The situation is analyzed through applying Joshua Fishman's model of reversing language shift (RLS).
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Dye, Angel. "JOOK: RENT PARTY POEMS". UKnowledge, 2019. https://uknowledge.uky.edu/english_etds/93.
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Jook is a spirited collection of historical persona poems situated in the vibrant rent party scene of 1920s Harlem. The Harlem Renaissance of New York was a decade of black innovation, artistry, and cultural expansion spanning 1920-1930. During this post-Emancipation, Great Migration era, black families leaving the South moved north only to encounter new forms of oppression. They were fleeing the lynchings, racism, and segregation that they experienced back home. In Harlem, black families earned disproportionately lower wages and paid much higher rents for subpar housing conditions compared to white families. To supplement their low incomes and to make the rent for the month, tenants hosted house-rent parties, also called social whist parties, in their apartments. They offered southern food, jazz and blues music (often live), and bootlegged liquor. Party guests paid a modest cover fee of 25 or 30 cents to enjoy the amusements, thus helping the hosts to pay their rent. The resistance work of this black joy in the face of economic, environmental, and social racism fascinates me and led me to research and uplift these narratives via persona poetry.
The central figure in these poems is a 20-year-old Georgia migrant named Mae Lynne King. Mae has moved north with her older sister Maddy. The daughters of a southern preacher and a seamstress, the women find their footing in New York in very different ways. Mae works as a domestic and takes in laundry and sewing on the side while 24-year-old Maddy Jane becomes a streetwalker. The two young women live together and quickly become immersed in the rent party phenomenon while working to build a life away from the strict religious upbringing they knew back home. Mae and Maddy struggle against racism, sexism, and poverty discovering their roles as lovers, friends, and members of a new black Harlem. Mae’s journey through Harlem is one of revelation and awakening, and Maddy’s is one of self-actualization, autonomy, reclamation. Both women embody the womanist attitudes and practices, blackness, and sexual fluidity that are central to my work overall and that were highly visible during the Renaissance.
While swaths of literature celebrate the art, music, and culture of the Harlem Renaissance, no contemporary collections of poetry contend with the oppression that African American people who migrated from the racially segregated South to Harlem faced. Jook is an offering of history, memory, language, and research to bridge that gap. This collection draws from Langston Hughes’ poetry and autobiography The Big Sea, Zora Neale Hurston’s novels and dramas, all of Harlem’s “negro literati,” jazz and swing music, photography, and archival materials from The Schomburg Center for Research in Black Culture and Yale University. Jook traverses free verse and formal boundaries while championing persona and a unique Harlemese vernacular in order to celebrate the fierce subversion that African Americans in 1920s Harlem engaged in via their rent party gatherings.
I enter these poems with music and memory at the fore of my creative process and craft employments. I call on forms such as Ruth Ellen Kocher’s Gigan, the jazz sonnet, contrapuntal, and the ghazal to illustrate the simultaneous artistry and travailing that defined the Renaissance for African American people. I also borrow from the narrative elements of fiction to explore a specific arc within the lives of a cadre of imagined personas. The aim of this project is to recover and celebrate the unexplored stories of rent parties and to acknowledge the suffering and striving that these gatherings were born out of.
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Moreland, Kathleen A. "Of Thee We Sing: Roots of the American Songbook". University of Akron / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=akron1428148686.
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Holmes, Janel L. "The Color of Memory: Reimagining the Antebellum South in Works by James McBride Through the use of Free Indirect Discourse". VCU Scholars Compass, 2016. http://scholarscompass.vcu.edu/etd/4220.
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This thesis examines the use of interior narrative techniques such as free indirect discourse and internal monologue in two of James McBride’s neo-slave narratives, Song Yet Sung (2008) and The Good Lord Bird (2013). Very limited critical attention has been given to these neo-slave narratives that illustrate McBrides attention to characterization and focalized narration. In these narratives McBride builds upon the revelations he explores in his bestselling memoir, The Color of Water (1996, 2006), where he learns to disassociate race and character. What he discovers about not only his mother, but also himself, inspires his re-imagination of the people who lived during the antebellum period. His use of interior narrative techniques deviates from his peers’ conventional approach to the neo-slave narrative. His exploration of the psyche demonstrates a focalized attention to the individual, rather than a characterization of the community, which is typically portrayed in neo-slave narratives. In conclusion, this thesis argues that James McBride’s neo-slave narratives reveal his interest in deconstructing the hierarchal positioning of whites and blacks during the antebellum period in order to communicate that although African Americans were the intended victims, slave masters and mistresses were oppressed by the ideologies of slavery as well.