Empowering Korean junior college students through computer-mediated written dialogues

Briggs, Neil Roger Kyung Hee University 2016 국내박사

ABSTRACT Neil Briggs Department of British & American Language and Culture Graduate School of Kyung Hee University Briggs, Neil Roger (2016). Empowering Korean Junior College Students through Computer-Mediated Written Dialogues Informed by Cultural-Historical Activity Theory (Engeström, 1987), this action research study analyzes a native English-speaking teacher’s (NEST) attempt at to engage fifteen limited English proficiency (LEP) Korean college students in an ongoing computer-mediated written dialogue (CMWD) throughout a twelve-week semester. The study seeks to challenge the hegemonic values which commonly overlook the need for teachers to involve their students in the processes of dialogue that are considered by many researchers to be vital to the development of informed and engaging language learning pedagogies (Vygotsky, 1978; Engeström, 1987; Freire, 2000). This study specifically addresses the benefits and challenges associated with working to create the appropriate conditions and social spaces which are required in order for students to become active agents in their language learning classroom. Acknowledged in this study is the fact that NESTs bring to the classroom histories, values, and identities which can be contradictory to those of the students. Accordingly, focus is drawn toward the need for negotiation through student-teacher dialogue as a means of resolving the potentially debilitating tensions that inevitably arise in the classroom (Engeström, 1987). It embraces a constructivist perspective in which the teacher is a co-participant in classroom activity who interacts with the students in order to become informed about their past learning experiences, their linguistic needs, and their individual goal-orientations. In turn, the teacher works to apply this newfound knowledge in order to develop a highly contextualized pedagogy (Lave & Wenger, 1991). The results of this study reveal that the willingness and/or ability of the students to participate in the CMWD varied. Based on their participation rates, the students are assigned to one of three groupings; Active Participation (AP), Moderate Participation (MP), and Limited Participation (LP). An analysis of these groupings reveals that student participation in the CMWD was mediated by the existence of communicative English language learning goal orientations, self-regulating skills, and a willingness to detach from historical language learning experiences which were revealed to be, in most cases, non-communicative in nature. Finally, the learning outcomes of the teacher are revealed in order to illustrate the ways in which student voice can help to inform and facilitate the processes of praxis.

Uniform Exponential Growth in Algebras

Briggs, Christopher Alan University of California, San Diego 2013 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

We consider uniform exponential growth in algebras. We give conditions for the uniform exponential growth of descending-filtered algebras and prove that an N -graded algebra has uniform exponential growth if it has exponential growth. We use this to prove that Golod-Shafarevich algebras and group algebras of Golod-Shafarevich groups have uniform exponential growth. We prove that the twisted Laurent extension of a free commutative polynomial algebra with respect to an endomorphism with some eigenvalue of norm not 1 must have uniform exponential growth. We prove that the group algebra of a (free abelian)-by-cyclic group has polynomially-bounded or uniform exponential group. We prove that the uniform exponential growth of the universal enveloping algebra U of a Lie algebra L implies uniform exponential growth of L, and contrariwise should L be N -graded, and prove the same result for restricted Lie algebras. We use this to give several conditions equivalent to the uniform exponential growth of graded algebra associated to a group algebra filtered by powers of its fundamental ideal.

Modeling of the fundamental components of power system load

Briggs, Will Talbot University of Texas at Arlington 1980 해외박사

The role of curriculum expertise and discourse in continuous planning academic departments

Briggs, Charlotte Lucie University of Michigan 2001 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation explores the relationship between the constructs of continuous program planning and curriculum expertise in collegiate academic departments. It asks “In what ways do departments that engage in continuous program planning exhibit characteristics of expertise and expert discourse communities in their approach to the curriculum?”. The research employs Bereiter and Scardamalia's conceptualization of expertise. From their work, I derived three propositions theoretically associated with expertise and applied them to curriculum: (1) taking a complex approach to curriculum, (2) believing there is always more worth learning about curriculum, and (3) participating in curriculum-related discourse. I also employed Stark and Lattuca's eight elements of curriculum as a framework for several interview questions and analyses. This dissertation was part of the Curriculum Leadership for Undergraduate Education (CLUE) study at the University of Michigan. We requested nominations for academic departments that were especially active in program planning from provosts at a national random 15% sample of Research I & II, Doctoral I & II, Masters I, and Associate of Arts institutions. We arrayed the nominations in a matrix of the four institutional types by seven field-of study types (three arts and science divisions and four pre-career fields). We selected 44 departments to reflect maximum variation in planning contexts, and conducted 60–90 minute semi-structured telephone interviews with the chair and one or two faculty members from each department. The dissertation data consisted of 127 interview transcripts and departmental data provided by the chairs. Using quantitative and qualitative pattern matching techniques, I compared departments that scored in the top and bottom quartiles for <italic> continuous program planning</italic> on the three <italic>curriculum expertise </italic> propositions and found a strong, positive relationship between <italic> curriculum expertise</italic> and <italic>continuous program planning</italic>. Departments that plan continuously approach curriculum more complexly, have more plans to increase curriculum expertise, and participate in more curriculum discourse than departments that plan less continuously. I then identified themes that helped explain and expand on the role of <italic>curriculum expertise </italic> and <italic>discourse</italic> in <italic>continuous planning</italic> academic departments. In addition, this dissertation introduces a set of 4 criteria and 20 indicators of <italic>continuous program planning</italic> developed inductively for Project CLUE.

Miscegenation and the rise of the new mestiza/mestizo in the works of Sandra Cisneros

Briggs, Tonya Joy Korea Maritime and Ocean University 2019 국내석사

스페인은 멕시코를 식민지화 한 후 그들의 교육과 종교를 통해 멕시코에 대한 문화적 지배를 확립했다. 토착 원주민과 스페인 사람들의 결혼으로 인해 mestizaje 라고 불리는 새로운 인종이 나타났다. 이러한 새로운 인종의 출현에도 불구하고 서발터너티, 계급 엘리트주의, 종교적 투쟁과 같은 사회적 문제들이 여전히 존재했다. 이러한 문제와 싸우기 위해 철학자인 Gloria Anzaldúa는 mestizaje 들로 하여금 새로운 정체성을 확립할 것을 제안했다. 그녀는 그 아이디어를 “The New Mestiza”라고 불렀고 소설가인 Sandra Cisneros 는 그녀의 작품 The House on Mango Street, Woman Hollering Creek 및 Caramelo 에서 새로운 정체성이 어떻게 나타나는지 묘사한다. 본 논문의 목적은 주류 학계에서 크게 다루어지지 않거나 무시된 다양한 사회 문제와 이슈들을 조사하고 드러내는 것이다. 이는 서구의 시각을 통해 Sandra Cisneros 의 작품을 살펴보는 것이 아닌, 남반구 유색인들, 그리고 이들의 진정한 동맹자들이라고 할 수 있는 긍정적인 문화적 변화를 시도하는 새로운 철학자들과 비평가들을 연구하는 것이다. 본 논문은 새로운 “mestiza/mestizo”들이 어떻게 새로운 정체성을 창조하여 자신들의 생존뿐만 아니라 기존의 스페인 백인 문화에 대한 편애를 탈피하여 자신들 고유의 문화적 번성을 이루어 낼 것인지를 연구한다. After Spain colonized Mexico, it established cultural dominance through both education and religion. The intermarriage between the indigenous and the Spanish brought about a new race of people collectively known as the mestizaje. Although a new race of people was established, social problems such as subalternity, class elitism, and religious struggles still existed. Philosopher Gloria Anzaldúa suggested that the mestizaje form a new identity in order to liberate themselves from the burdens subalternity, class elitism, and religious oppression.She called her idea “The New Mestiza,” and fiction author Sandra Cisneros illustrates what a new identity looks like in her works The House on Mango Street, Woman Hollering Creek, and Caramelo. The purpose of this thesis is to examine and expose various social problems and issues that have largely been sidelined or ignored by mainstream academia. Rather than viewing the works of Sandra Cisneros through a Western lens, this thesis turns to philosophers and critics who hale from the Southern Hemisphere and their allies who are trying to promote a positive cultural shift. Examining how the new “mestiza/mestizo” creates a new identity and class consciousness that thrives in American, Mexican, and Mexican-American cultures which value light-skinned people and people who have a Spanish lineage is the main objective of this thesis.

The Perceived Effect of Racial Consciousness on Student Achievement in Two High Achieving School Districts

Briggs, Sheila J The University of Wisconsin - Madison 2012 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Achievement of students of color continues to lag behind their White counterparts. As the overwhelmingly White workforce in our schools attempts to address this crisis, few are attempting to address the question of the racial consciousness of White educators. This study includes a review of empirical literature on high achieving districts, as well as individual and organizational racial consciousness. Absent from the literature is research on racial consciousness in a K-12 school district, the effect of racial consciousness on student achievement, or the effect of organizational consciousness in a school district. In order to fill this gap in the literature, this study examines two high achieving school districts within the context of racial consciousness. This study investigates the following two questions: (a) In high achieving school districts, to what extent do educators perceive racial consciousness as being associated with achievement? (b) What factors contributed to raising racial consciousness of educators and the district? This study utilizes a conceptual framework that draws on elements of White Racial Consciousness Theory (Rowe, et al., 1994) to conceptualize the individual racial consciousness of staff. It includes The Diversity Scorecard's Model of Institutional Change (Bensimon, 2004) to conceptualize organizational racial consciousness in a K-12 school district. Finally, Critical Race Theory (Delgado, 1995; Ladson-Billings & Tate, 1995) is used to address the overarching epistemology of the study. This mixed-method, multi-case study focused on two academically high-achieving school districts. The data collected included approximately 31 hours of interviews with central office administrators and principals, 278 survey responses from teachers and administrators, 15 hours of observations and archival data. Two major conclusions can be drawn from this research. First, establishing high levels racial consciousness within educators working with students of color is an important part of closing the achievement gap. Second, systems within a school district need not formally address race to accomplish the results of raising the racial consciousness of educators. This research seeks to inform future school reform efforts to close the achievement gap.

Interpreting the frames: An analysis of the implementation of the New South Wales visual arts syllabus, year 9 (Australia)

Briggs, Judith Ann The Pennsylvania State University 2002 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

This dissertation reviews a State-wide art education curriculum that includes art making, art history, art criticism, and cultural and theoretical critique as it occurs within the classrooms of two State-run schools in Sydney, New South Wales (NSW), Australia. NSW divides its art education curriculum into conceptual Frames: the Subjective, the Cultural, the Structural, and the Postmodern, in order to direct the interpretation of artwork. The Frames enable art educators and students to emulate the practices of the artworld by finding connections between artistic forms, practices, their content, and their context. The Frames are meant to be a construct within art education curriculum, grounded in theory, that brings a diversity of values and viewpoints to the creation and study of art. This research project included a seven week feminist case study, from July 25 until September S, 2000, of two Year 9 Additional (elective) art classrooms, of two experienced art teachers within two public high schools in Sydney's northern suburbs: Belman Girls' School, a selective school, and Piney Ridge, a coeducational institution. I observed the two teachers' methodologies, their interpretation of subject matter chosen from the NSW Syllabus, and their students' interpretations of these subjects. My question was: <italic>How do these two teachers interpret the Frames of the NSW Syllabus within a course of study? </italic>. The two teachers used the Frames as communicative tools to ask questions about artworks, using different viewpoints and values. They used the Frames' language the most during Critical and Historical study. They often did not refer to all of the Frames simultaneously, preferring to stress a few Frames at one time within unit plans or assignments. Neither the teachers nor the students frequently referred to the Frames orally within the classroom, but they used them extensively in written material. The teachers viewed themselves as expert knowers and, following Syllabus Outcomes, devised curricula according to their interests and to the interests, needs, and abilities of their students. Teachers at both schools based units of study on classroom excursions that incorporated Deweyian experiential learning with student research for teacher-directed making assignments defined by the Frames.

Sexual risk taking behaviors among African American adolescent mothers: An ecological perspective

Briggs, Ernestine Cabady University of Illinois at Urbana-Champaign 1999 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Young African American women of childbearing age are at high risk for Human Immunodeficency Virus (HIV) exposure and Acquired Immune Deficiency Syndrome (AIDS). Using an ecological perspective, this study examined the influence of several individual, familial, and neighborhood factors on the sexual risk behaviors of 137 African American adolescent mothers. Both quantitative and qualitative analyses revealed the complex pattern of interrelated factors associated with sexual risk behavior. More specifically, gaps in AIDS knowledge, as well as high levels of depression and stress were associated with engagement in risky sexual behavior. Additionally, relative isolation paired with economic strain and residence in urban neighborhoods marked by racial homogeneity and limited education were also associated with risky sexual behavior. Conversely, residence in neighborhoods marked by limited resources paired with high levels of maternal support was associated with lower levels of sexual risk-taking behavior. These findings when taken together highlight the importance of an ecological approach in understanding risky sexual behavior among African American adolescent mothers. Implications for AIDS related intervention and prevention programs are also discussed.

Three essays on intellectual property rights in developing countries

Briggs, Kristie N The University of North Carolina at Chapel Hill 2008 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

Developing countries today face different international policies and pressures than did the currently industrialized countries when they were in the midst of the development process. Recent external pressures on developing countries to implement intellectual property rights (IPRs) are just one example. In practice many developing countries have chosen to implement strong patent policies, despite the fact that these countries have limited capacity for innovation. Developing countries are instead better characterized as "imitators" that learn from technology transferred from innovating (industrialized) countries. Therefore, implementing IPRs would seem counterintuitive for developing countries as it restricts their ability to imitate. Despite the possible costs, many international organizations argue that developing countries do, in fact, benefit from implementing IPRs via increased trade and foreign direct investment. However, the true impact of IPR policy in developing countries remains largely unclear. This dissertation untangles some of the links between IPRs, trade, and development by focusing on a particular aspect of this issue in each of three essays. The first essay considers how a country's choice in IPRs relates to their stage in development. The essay is novel in that it brings to light evidence that a country's choice in IPRs as it develops (the longitudinal relationship) has a distinctly different IPR-per capita GDP relationship than it has when considering the IPR choice for a variety of countries in different stages of development, but at one point in time (the cross-sectional relationship). The second essay looks at whether IPRs in developing countries stimulate high technology exports from industrialized countries. By analyzing an array of different high technology exports to developing countries, it was determined which types of high technology goods were responsive and which appeared to not be significantly effected when developing countries strengthened domestic IPRs. The third essay explores whether stronger IPRs in developing countries will stimulate their export activity. The acquisition of IPRs in developing countries is found to have a significantly positive impact on developing country exports, suggesting a possible link between IPR policies and outward oriented development policies.

Essays in Household Finance

Briggs, Joseph S New York University 2016 해외박사(DDOD)

소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.

In this dissertation I examine the causes of household financial decision making. The first two chapters use administrative data in Sweden to study how wealth effects financial risk taking. In the third chapter I study the interaction between saving and health in the Health and Retirement Study (HRS). The first two chapters use an administrative data set of Swedish lottery players that were randomly assigned 500M USD to estimate the causal effect of wealth on various measures of financial risk taking. From 1999-2007 the Swedish tax authorities collected detailed records of asset holdings for the entire Swedish population to implement a tax on pre-existing wealth. During this same period, I have gained access to records of over 300K lottery winners that won prizes in three distinct lottery subsamples. By linking these two data sets, I have developed an ideal laboratory to estimate the causal effect of wealth on outcomes. The first chapter of this dissertation estimates the causal effect of wealth on stock market participation. A $150,000 windfall gain increases stock ownership probability among pre-lottery non-participants by 12 percentage points, while pre-lottery stock holders are unaffected. The effect is immediate, seemingly permanent and heterogeneous in intuitive ways. Standard lifecycle models predict wealth effects far too large to match our causal estimates under common calibrations. Additional analyses suggest a limited role for explanations such as procrastination or real-estate investment. Overall, results suggest that "nonstandard" beliefs or preferences contribute to the nonparticipation of households across many demographic groups. In the second chapter of this dissertation I estimate the causal effect of wealth on the share of risky assets in a household's financial portfolio. We find that $150,000 causes a 9 percentage point decrease in the average household portfolio's equity share in their financial portfolio. The effect is immediate, not explained by passive investing, and negative in all subsamples considered. A decrease in risk taking could indicate increasing relative risk aversion. However, we show that a dynamic model with realistic income profile can replicate the estimated decrease in portfolio risk, and that caution should be used when inferring risk preference from portfolio shares. In the third chapter of this dissertation I explore the role of health on retirement savings. Using the HRS, I estimate preferences for wealth when older individuals are in poor health. I find a high marginal value of wealth in the poor health state, and show that it is an important channel that encourages saving late in life.