The Star-Spangled Consciousness: Musical Theatre Anthems of Unity and The Performance of National Identity

Gibbes, Allison B ProQuest Dissertations & Theses The Florida State 2019 해외박사(DDOD)

Musical theatre scholars agree that as popular culture, musical theatre has had a profound effect on the development of national identity in the United States. In particular, the genre reaches audiences both inside and outside the theatre through the dissemination of cast recordings, sheet music, and other media. In early incarnations of musical theatre such as the works of George Gershwin and George M. Cohan, musicals typically included overt nationalist anthems designed to inspire and unite the audience in the name of America. With "Oklahoma," the title song of Rodgers and Hammerstein's Oklahoma! (1943), and the subsequent Golden Age of musical theatre, the convention of the anthem shifted to express nationalism through the lens of a community within the fictional world of the musical. These anthems serve as models for patriotic unity. In the decades following the Golden Age, some works of musical theatre challenged nationalism, and the anthems in these pieces reflect that sense of questioning. This project considers anthems of unity in musical theatre and the way they formulate identity through musical structures and conventions. I investigate four musical theatre anthems: "Oklahoma" from Oklahoma! (1943), "My Texas" from Giant (2012), "Southern Days" from The Scottsboro Boys (2010), and "Another National Anthem" from Assassins (1991).By analyzing the way that each anthem constructs group identity, I consider the way these constructions speak to national identity within both the musical and the historical context of the original production. Each anthem approaches national identity and nationalism in a different way by using and/or distorting musical conventions that hold cultural meaning in specific time periods. Additionally, I consider the way the anthem functions in conversation with the way the musical constructs history and popular memory, and how these formulations work together to create communities of insiders and outsiders through national identity and nationalism. I argue that each anthem operates dramaturgically, musically, and within a specific historical moment to address and reify or subvert constructions of mainstream national identity. This dissertation asks: what is the role of anthem-singing in US national identity? How does national identity create constructions of belonging and otherness? And how might we reconsider the way musical theatre as a genre is particularly effective site for conversations about the ramifications of othering.

Complex dynamics and spatial distributions of membrane proteins in the bacterial cell envelope

Gibbs, Karine Alexine Stanford University 2005 해외박사(DDOD)

For many proteins and multiprotein structures, proper biological function requires a dynamic, non-uniform spatial distribution. Advanced techniques for observing protein localization in live bacteria show that the distributions are dynamic. For technical reasons, most such techniques have not been applied to outer membrane proteins in Gram-negative bacteria. Here, we have determined the distributions and dynamics of two Escherichia coli integral membrane proteins---LamB and MdfA. We have developed two novel live-cell imaging techniques to observe the surface distribution of LamB, an abundant integral outer membrane protein in E. coli responsible for maltose uptake and for attachment of bacteriophage lambda. Using fluorescently labeled bacteriophage lambda tails, we quantitatively described the spatial distribution and dynamic movement of LamB in the outer membrane. LamB accumulated in spiral patterns. The distribution depended on cell length and changed rapidly. The majority of the protein diffused along spirals extending across the cell body. Tracking single particles, we found that there are two populations of LamB---one shows very restricted diffusion and the other shows greater mobility. The presence of two populations recalls the partitioning of eukaryotic membrane proteins between "mobile" and "immobile" populations. Preliminary experiments have shown that the multidrug-resistant efflux pump, MdfA, also has a dynamic, non-uniform distribution in the membrane. MdfA, an integral inner membrane protein, was observed dispersed along the membrane, and some protein accumulations appeared to migrate across the surface. The protein distributions of MdfA changed moderately in the presence of actively exported antibiotics, and strikingly, our fusion protein, MdfA-GFP, was expressed in the presence of antibiotics, even in the absence of induction. This suggested that MdfA expression might be regulated by mRNA or protein stability mechanisms that are sensitive to the presence of its ligands. Through these studies, we have begun to probe the distributions and dynamics of integral membrane proteins in bacteria and have launched new directions for future inquiries in bacterial cell biology.

Performing the temple of liberty: Slavery, rights, and revolution in transatlantic theatricality (1760s--1830s)

Gibbs, Jenna Marie University of California, Los Angeles 2008 해외박사(DDOD)

The project demonstrates the critical role of theatrical culture in shaping the debates about slavery, abolition and emancipation in London and Philadelphia, debates unleashed by the revolutions of the eighteenth-century and enmeshed in the larger issues of democracy, citizenship, and rights. Theatrical notions of race, rights, and slavery were "performed" not only on stage in plays, pantomimes, and burlesque but also off stage in political cartoons, broadsides, ephemera, poems, and ballads featuring theatrical characters, conceptions, and images. The study is organized around four pivotal axes of transatlantic disputation: the American revolutionary years, 1760s to 1780s; the French and Haitian revolutionary era, 1780s to 1804; slave trade abolition and African colonization and mission schemes, 1807 to 1820s; and, finally, reactions in the 1830s to black freedom in Philadelphia and its beginnings in the British West Indies. The study addresses the development of popular abolitionism and constructs of "race" in Great Britain and the United States and the circulation of these ideas in the Atlantic world. The transnational analysis illustrates how political and cultural exchange between London and Philadelphia helped galvanize key changes in the politics and socio-aesthetics of slavery and freedom, thus offering not only a comparative but also an interactive examination of the Atlantic circulation of ideas. Most historians agree that a moral transformation in public opinion about slavery took place in the late eighteenth century, and some have demonstrated how abolitionists rallied popular feeling through books, pamphlets, prints, and artifacts. But historians have neglected the relationship between Anglo-American antislavery and theatrical culture, which, as I show, contributed to this sea-change. The transatlantic diffusion of blackface imaginings of slavery and freedom in stage performances by white actors in burnt cork, political cartoons, and broadsides was critical to the congealing of racial categories in the nineteenth century. While scholars have investigated the relationship of nineteenth-century American blackface minstrelsy to the development of American racism, this study exposes how eighteenth-century revolutionary and antislavery discourse stimulated British as well as American blackface performance, and hence contributed to the creation of an Atlantic socio-aesthetic of race.

Schools: Bridges or Barriers to Immigrant Inclusion? School Climate and Immigrant Students’ National Identity in 13 European Nations

Gibbs, Norman Paul, Jr ProQuest Dissertations & Theses Arizona State Univ 2022 해외박사(DDOD)

For immigrant youth, the development of national identity has been linked to a broad range of positive long-term outcomes, not only for these youth themselves but also for their children and grandchildren. However, the social ecosystems in which these young people live can positively or negatively impact the development of national identity—and, therefore, affect their integration into the settlement nation. Both national policy contexts and the daily interactions of students in their schools have been found to play a role in immigrants’ beliefs about and attachment to their settlement nations. In this dissertation, I explore the relationship between immigrant students’ sense of national identity, school climate, and the national policy contexts in which those schools are located, seeking to understand the degree to which school climate factors may counteract the influence of national policy contexts. Using hierarchical linear regression, I combine data on 13 European nations from the 2016 International Civic and Citizenship Education Study and from the European Union’s Migrant Integration Policy Index, analyzing the relative predictive strength and significance of a range of factors, including indices of national immigration policy, student demographics, and school factors, such as student-teacher relationships, peer relationships, and participatory engagement in the democratic processes of the school. While I find significant and positive relationships between national policy indices and immigrant students’ national identity, I find that school climate has a larger predictive strength for immigrants’ national identity than national policy contexts, pointing to the role that schools can play as countercultural sites of national incorporation in which immigrant children develop strong and positive identification with their settlement nations.

Individual differences in response to grade retention: Academic and behavioral trajectories

Gibb, Ashley Indiana University 2009 해외박사(DDOD)

Although grade retention is a popular intervention for academic and behavioral problems, major questions remain concerning its impact on individual children. Methodological limitations in most studies prevent clear answers. The proposed work uses longitudinal data from the National Institute of Child Health and Human Development Study of Early Child Care and Youth Development (SECCYD; N=1364) and the Child Development Project (CDP; N=585) to ask: (1) what are the academic and behavioral trajectories of children who are retained; (2) how do individual differences in students moderate their response to repeating a grade; and (3) how does the timing of retention influence academic and behavioral outcomes? Yearly academic performance data were drawn from teachers and school records and yearly behavior problem data are drawn from teachers and parents. Social ability was rated by teachers and mothers. Data were analyzed using a latent difference score model, allowing the specific influence of retention on academic and behavioral outcomes to be determined while controlling for prior trajectories in these domains. Results indicated that the effect of retention depended on the outcome under consideration and the data used. In the SECCYD, retention was preceded by a decrease in reading performance in the year prior to retention, an increase in reading performance the year of retention, and a decrease in reading performance the year following retention. Math outcomes in the SECCYD indicate that retention was preceded by a decrease in performance trajectory in the year prior to retention, and an increase during the repeated year. Retention had a similar, but more limited impact on language achievement and grades in the CDP. Math achievement test scores and grades showed a decrease in trajectory the year before retention, an increase in performance the year repeated, and a decrease in the year following retention. Internalizing behavior trajectories in the SECCYD increased the year prior to retention, decreased during the repeated year, and increased the year following retention. Externalizing behavior trajectories in the SECCYD decreased during the repeated year, increased the next year, and then decreased two years following the repeated year. The impact of retention on behavioral outcomes in the CDP was limited. Moderator analyses indicated that individual differences do influence the impact of retention on various outcomes, but a consistent pattern of moderation did not emerge. For some outcomes, the impact of retention depended on the timing of the intervention, but again a consistent pattern did not emerge. Limitations, future research, and policy implications are discussed.

Exploring Cuban music through the choral arrangements of Electo Silva

Gibbs, Beth University of Miami 2010 해외박사(DDOD)

A prolific arranger and composer, Electo Silva is an iconic figure in the field of choral music in Cuba. His collection of traditional Cuban songs entitled 30 canciones populares cubanas presents an array of influential pieces that have enriched the repertoire for mixed a cappella choirs. Six titles have been extracted from the catalog of thirty to more closely examine characteristics of genre and style, composition and structure, and language and performance practice. Historical background is defined, cultural and folkloric traditions are explored, and suggestions for performance are offered. The essay is designed to assist the non-Cuban conductor in creating a successful culturally and historically accurate performance. English translations, International Phonetic Alphabet transcriptions, and musical examples are added to assist in the conductor's research and preparation.

Principals as instructional leadership coaches: School change through job embedded professional development

Gibbs, Lauren Janel University of Florida 2015 해외박사(DDOD)

Educational research has identified that the professional development principals receive directly impacts their ability to build school capacity for improving teacher practice (Fullan, 2011; Guskey, 2002;Yendol-Hoppey & Dana, 2010). However, principals are seldom provided enough training on how to lead job-embedded professional development (Jerald, 2012). This is an important shortcoming as the role of the principal is critical when leading professional development at the school level (Fullan, 2010). The term instructional leader is being used to describe the current role of principals. Neumerski (2012) defines an instructional leader as someone who focuses their work on the teaching and learning that takes place at the school. Principals are expected to take on the responsibility for the learning that takes place within their schools while simultaneously implementing high-stakes evaluations of their teachers. Professional development designed to support principals as they navigate between the role of evaluator and instructional leader needs to be investigated further. My research examined principals' experiences as they implemented a specific instructional leadership coaching model. The research question guiding this study was: What are the experiences of four elementary principals from a large urban district as they implement a model of job-embedded instructional leadership coaching in their schools? The three subquestions guiding this study were: (1) What changes do the principals report making in their schools, and why? (2) What barriers or challenges did the principals face in implementing the model? (3) What supports did principals find helpful as they implemented the model?. This qualitative research study utilized interviews of principals participating in a year-long Certified Instructional Leadership Coaching Model to examine these research questions. The data were presented in the form of vignettes highlighting principal experiences, as well as themes featuring barriers and supports principals encountered. The barriers reported by the principals were: program structures, school-based barriers, and state and district mandates. The principals experienced supports in the form of collaboration, resources, and facilitation. Overall, this research sheds light on how a group of four elementary principals learned to implement job-embedded professional development and coaching at their schools.

Characterization of inhibition of intestinal CYP3A: Role of sequestration and protein binding

Gibbs, Megan Ann University of Washington 1999 해외박사(DDOD)

Cytochrome P450 3A (CYP3A) is the dominant P450 enzyme in the adult liver and mucosa of the small intestine. Due to the anatomical localization of enzyme, substrates may undergo first-pass metabolism as the drug is delivered from the intestinal lumen to the systemic circulation. The purpose of this thesis work was to gain a better mechanistic understanding of the factors that affect measurements of intestinal and hepatic CYP3A inhibition kinetics in vitro so that quantitative in vitro to in vivo relationships for drug interactions may be realized. Our initial studies involved a comparison of the kinetics of human intestinal and hepatic CYP3A inhibition. The effect of two antifungal inhibitors commonly implicated in CYP3A drug-drug interactions was examined. Ketoconazole was found to be a potent inhibitor of CYP3A with a K_i of 14.9 ± 6.7 nM and 17.0 ± 7.9 in liver and intestinal microsomes. Fluconazole was a much less Potent inhibitor of CYP3A activity with similar K_i values in both tissues (10.7 ± 4.2 and 10.4 ± 2.9, respectively). A complicating feature of CYP3A-dependent metabolism is the contribution of CYP3A5 to the biotransformation process. Despite the 85% sequence homology between CYP3A4 and CYP3A5, we found that CYP3A5 was less susceptible to inhibition by ketoconazole and fluconazole. We also found that microsomal inhibitory potency of ketoconazole and clotrimazole were affected by incubation conditions that deplete the unbound concentration of inhibitor available to the enzyme. In contrast, fluconazole was not susceptible to depletion by conventional microsomal protein concentrations. Using cultured Caco-2 cells, a model for intestinal mucosa, we found that ketoconazole could produce a persistent inhibition of CYP3A activity. The inhibition of intracellular enzyme was slowly reversed upon the addition of human serum albumin (HSA) to the basolateral compartment, and rapidly reversed when added to both apical and basolateral compartments. A pharmacokinetic model which may be used for examination of drug-drug interaction kinetics in the Caco-2 monolayer was developed. Development of more physiologically relevant models of intestinal first-pass metabolism, improved in vitro-to-in vivo predictions of drug-drug interactions may be realized. Ultimately, this could improve the safety and efficacy of poly-drug therapies.

Seeking significance: The lived experience of teachers using self-directed professional development plans as a form of supervision

Gibbs, Michael Harlan University of Maryland College Park 2002 해외박사(DDOD)

The purpose of this study is to increase understanding of self-directed professional development as a form of supervision for teachers in the public schools. Past experiences with supervision I received as a teacher that left me feeling unsatisfied is my point of embarkation on this journey. Four teachers join me in this exploration, crossing the landscape of professional development in search of significance. I have used hermeneutic phenomenology, grounded in the philosophy of Heidegger and Gadamer, as the research vehicle. This interpretive inquiry has revealed not only the essence of the participants' experiences with self-directed professional development, but also that of my own experience with supervising. The account of the journey is an interpretation of text generated from multiple conversations I had with four teachers from a south central Pennsylvania school district over an eighteen-month period. Written reflections prompted by these conversations provided additional text for interpretation of the experience. “Encountering” is the metaphor through which the primary themes of self, place, and relationship emerged from textual interpretation. The study explores the teachers' turn toward self-directed professional development as an expression of authentic selfhood, and their coming face to face with being-as-teachers. Ownership and investment, as well as the intertwining of teacher craft, science, and art illuminate teacher perception of what they do. “Encountering” also reveals the ways in which teachers' past experiences connect with the present to define their places in the profession. What drew them into the profession? The notions of mission and vocation ground teachers' “being in place.” Through “encountering,” the study also explores the significant role of collegial relationships possible through supervision, including the dimensions of belonging, the meaningfulness of conversation, and issues of trust and self-trust. Insights I gained through the exploration of themes associated with self, place, and collegiality are shared, along with suggestions for enhancing the significance of the self-directed professional development experience. The transforming power of hermeneutic phenomenology is revealed as I share both the ways in which my supervisory practice has been influenced to focus upon its professional development aspects, and also the suggestions that I make for improving the self-directed professional development experience.

Construction and Analysis of PbSe Quantum Dot Heterojunction Solar Cells

Gibbs, Markelle Lewis University of California, Irvine 2014 해외박사(DDOD)

PbX (X = S, Se, Te) quantum dot (QD) thin films have the potential to push photovoltaic efficiencies over the Shockley-Queisser limit. The focus of this thesis is the development of a robust and reproducible process for making thin film PbX QD heterojunction solar cells (HSC). Literature already has several examples of methods used to optimize the synthesis and film deposition techniques for PbX QD devices. So experiments here are designed to optimize the sputtering conditions and material selection for the metal oxide window layers. PbSe QDs treated with 1,2-ethanedithiol (EDT) are well suited to be the conductive absorber layer of HSCs. The sputtering conditions and post deposition processing of metal oxide window layers, ZnO and SnO2 thin films, are correlated with HSC performance. Junctions made of 1.4 eV PbSe QDs and ZnO produce HSCs with an average efficiency of 2.9% (+/- 0.1%), while SnO2 is a better match with 1.1 eV PbSe QDs with an average efficiency of 0.9% (+/- 0.1%). Photovoltaic performance is very sensitive to the relative band positions of the metal oxide window layer and PbSe QDs. However, this sensitivity is confined to the interface of the heterojunction. Changing the bulk material of the window layer had no detectable impact on the performance of the PbSe QD HSCs. This demonstrates the need for precise control of material surface properties and interfacial engineering. impact on the performance of the PbSe QD HSCs. This demonstrates the need for precise control of material surface properties and interfacial engineering.