The symbolist portraiture of Berthe Morisot (France)

Hopson, Robert Randolph The University of Iowa 2002 국내박사

Seeing "practices of hope": Re-reading critical pedagogy and service learning in a liberal arts college English program

Hopson, Julie Eastlack University of Pennsylvania 2002 해외박사(DDOD)

Over the past decade, college English teachers have increasingly applied theories of critical pedagogy and service-learning, with shared goals of reflective action and social transformation, to composition teaching. Advocates stress benefits to college students of connected learning and empowerment. Critics assert major assumptions underlying notions of power and knowledge—and who benefits—remain too theoretical and ungrounded. Missing are perspectives showing how such projects “serve” or “empowering literacy” happens with target populations. This year-long qualitative case study centered around an elementary-school tutoring project woven into one liberal arts college's composition courses. The professors reported lack of success with the project, designed to illuminate class-based economic and political inequities and inspire 14 college student tutors to empower and to challenge institutional structures on behalf of eight “at-risk” working-class Appalachian migrant children. I explored why this service-learning project did not produced the expected outcomes. I reconsidered these debates within New Literacy Studies, Foucauldian, and situated-learning conceptual frameworks, interpreting the relationships among knowledge, power, learning, and identity. Ethnographic research methods included participant observation, fieldnotes, journal, interviews, photographs, documents, and surveys. Three exemplars illustrate findings from the tutors' and tutees' practices surrounding literacy events using situated-literacy, situated-learning and related identity frameworks. I suggest the tutees managed evolving social performances of resistance, assertion, and collaboration to create opportunities to promote identities as independent, competent, and valued learners. Through negotiated participation, they enacted a set of local literacy-learning practices mediating among differing conceptualizations of learning models in terms of time and space. I argue that such literacy practices may be unrecognized due to inadequate interpretations of critical pedagogy as to how knowledge is defined, power works, learning happens, and identities are enacted in service-learning settings. I propose a “situated interchange” theoretical construct: Composition educators contemplating similar empowerment-oriented intervention projects might facilitate more hopeful outcomes by incorporating socio-cultural literacy and learning theories that support collaborative, ethnographic inquiries into how tutoring communities might transform educational practices for themselves and others, both in and out of schools.

Sediment and light requirements of four species of native submerged macrophytes occurring in Florida lakes

Hopson-Fernandes, Margaret Sherrie University of Florida 2005 해외박사(DDOD)

The purpose of this research was to investigate sediment and light growth requirements, two key factors in the establishment of native submersed macrophytes in shallow eutrophic Florida lakes. The study plants were Najas guadelupensis, Potamogeton illinoensis, Vallisneria americana and Chara sp., all Florida native submerged species commonly occurring state-wide. The selected species exhibited a variety of morphometries and life histories. The results will be of value to lake managers for use in the development of a more systematic approach to the establishment of diverse communities of desirable native species. This study was divided into two main objectives. In Objective 1, the study species were cultured outdoors in growth tanks in south Florida for three separate 9-week culture periods on inorganic sediments collected three different times from four littoral stations in Lake Hollingsworth and on artificial control sediments. The results suggested that the inorganic sediments collected from Lake Hollingsworth had sufficient nutrient levels to support the growth of the study species. The findings further indicated that late spring was the ideal time to introduce plant propagules into restored systems. Submerged macrophyte growth in this study appeared to be most significantly affected by a combination of factors including light, water temperature and sediment nutrients. In Objective 2, shade cloth was used to establish four light treatment groups in an outdoor growth tank in south Florida. The light requirements of mature plants and vegetative propagules were investigated during three culture periods for each group. The photosynthetic photon flux density (PPFD) for no net growth of mature plants ranged from 14 to 416 mumol photons s -1 m-2 (2 to 50% incident irradiance). The PPFD for no net growth of propagules ranged from 25 to 183 mumol photons s-1 m-2 (3 to 22% incident irradiance). V. americana exhibited the lowest minimum light requirement for growth, 2 to 18% incident irradiance. Propagules of P. illinoensis and V. americana had higher light requirements as compared with mature plants. Both mature and propagule plants exhibited the greatest capability for growth at low light levels during the summer culture periods.

Overcoming Water Scarcity for a More Sustainable Future: Navigating Barriers and Creating Solutions to Implement Water Recycling

Hopson, Megan ProQuest Dissertations & Theses University of Geor 2022 해외박사(DDOD)

As water scarcity is increasing worldwide, the recycling of wastewater is essential to maintain water resources for human use and ecosystem health. Despite the success of specific water recycling projects across the globe, the practice is still not widespread and in only a few cases, is water recycled for drinking, or potable use. When decision makers are considering whether to adopt water recycling practices, they must consider many interconnected factors including public support, state and local policies, costs, infrastructure and technology requirements, and environmental impacts. In this dissertation, I focus on expanding knowledge regarding barriers to water recycling and methods to overcome them. An analysis of state water recycling policies resulted in recommendations to decrease consumer perception of risk and mistrust in utilities through the adoption of particular legislative provisions. A consumer choice survey investigated the willingness to pay of consumers for recycled water based on terminology. ‘Purified water’ was found to be the most preferred term, generating the highest willingness to pay scores, and should be used in policy documents as well as outreach programs to cultivate public acceptance. Finally, an assessment of environmental impacts of the forms of recycling (nonpotable, indirect potable, and direct potable) utilizing case studies found that all resulted in decreased nutrient discharges into the environment, both direct potable and nonpotable recycling showed no significant increase in net water use, and there were mixed results for energy consumption. These results, which address previously untested hypotheses, increase the knowledge available to decision makers in overcoming barriers to water recycling.

Timing without a clock: Learning models as interval timing models

Hopson, John Warren Duke University 2002 해외박사(DDOD)

This work explores whether a general learning model can serve as an internal clock. A three-layer neural network with a back-propagation learning algorithm was adapted to interval timing. The model successfully reproduced many interval timing experiments, including fixed interval schedules, the peak procedure, and the gap procedure. These findings suggest that many of the functions heretofore assigned to an internal clock could in fact be produced by any general learning mechanism. This means that interval timing could well be universal, both in the animal kingdom and within the brain itself.

Essays on the Economics of Higher Education: Investigating College Major Choice

Hopson, Amy Kathleen ProQuest Dissertations & Theses Duke University 2017 해외박사(DDOD)

This dissertation consists of two separate essays on major choice in higher education. In the first chapter, I investigate how differences in information affect students' major choices over time. Since college has such a short time horizon, the amount of information students have before coming in may play a big role in how well they are matched to their final major. They may also choose their initial major based on how uncertain they are about their match with that major, especially since they have the option to switch in future periods. This paper discusses students' search process in finding a major, and how information impacts behavior and ultimate outcomes. I set up a tiered structure where the student must first choose a field (either STEM or Non-STEM) and then choose a major within that field. This allows for matches within a particular field to be correlated, thus providing information on non-chosen majors within the same field. The student makes decisions based on the choices that will maximize her expected utility over her entire college career. Since her current choices and information set depend on past decisions, and since there are a finite number of periods, I can solve the dynamic decision problem using backwards recursion. Once I solve for the student's optimal decision path, I estimate the model using data from the Campus Life and Learning Survey from Duke University. The CLL data allows me to observe students' expected majors at multiple points throughout their college career. I attempt to find the model parameters that best match particular moments in the data. The first key type of moment involves overall switching patterns, that is, the probability of choosing a particular field in the initial period, and then the probabilities of later decisions conditional on the first choice. The second key type of moment I match captures which students are making which decisions. I look at how academic ability, as measured by SAT Math scores, and gender affect the choice probabilities in the data. I find that the STEM field has a much lower average match value than non-STEM, but a higher variance in matches. Thus, students are less certain about how well they might match with STEM. Students with higher math ability are more likely to choose STEM in the first period, but the sorting by ability greatly increases in the later period. It is costly to switch into STEM from non-STEM in the second period, while the reverse move is virtually costless. All of these results support the theoretical result that students will choose the field with more uncertainty in the early periods (given similar expected match values) because of the option to switch later if they get a bad match. This is especially true when the more uncertain field is also more costly to switch into in later periods, as in the case of STEM. In the second chapter, co-authored with Thomas Ahn, Peter Arcidiacono, and James Thomas, we estimate an equilibrium model of grading policies. On the supply side, professors offer courses with particular grading policies. Professors set both an intercept and a return to studying and ability in determining their grading policies. They make these decisions, attempting to maximize their own utility, but taking into account all other professors' grading policies. On the demand side, students respond by selecting a bundle of courses, then deciding how much to study in each class conditional on enrolling. We allow men and women to have different preferences over different departments, how much they like higher grades, and how costly it is to exert more effort in studying. Two decompositions are performed. First, we separate out how much of the differences in grading policies across fields is driven by differences in demand for courses in those fields and how much is due to differences in professor preferences across fields. Second, we separate out how much differences in female/male course taking across fields is driven by i) differences in cognitive skills, ii) differences in the valuation of grades, iii) differences in the cost of studying, and iv) differences in field preferences. We then use the structural parameters to evaluate restrictions on grading policies. Restrictions on grading policies that equalize grade distributions across classes result in higher (lower) grades in science (non-science) fields but more (less) work being required. As women are willing to study more than men, this restriction on grading policies results in more women pursuing the sciences and more men pursuing the non-sciences.

The talking drum: Critical memory in intercultural communication research

Hopson, Mark C Ohio University 2005 해외박사(DDOD)

Recognizing that the dominant intercultural communication scholarly discourses do not accurately reflect the experiences of African Americans, this dissertation is a rhetorical exploration of how African American rhetors make sense of their lived experiences. Beginning with an African-centered examination of Richard Wright's (1944, 1945) Black Boy, bell hooks's (1996) Bone Black: Memories of Girlhood, and Ralph Ellison's (1947/1972) Invisible Man, this dissertation identifies new ways of understanding Black communication as intercultural communication and, more distinctly, co-cultural communication practice. This dissertation reveals that the distinct and nonmonolithic communicative experiences of African American rhetors inform and extend prior investigations of intercultural communication. An African-centered approach to communication research highlights voices of the past and present to reveal a collective understanding of the Black experience. This dissertation posed three research questions, and from its analysis emerged interconnected themes that provide insight into our understandings of Black communication as a unique co-cultural communication practice of the iterativity of racism/White privilege in voice, gaze, and space; and of the ways in which African American rhetorical traditions work to express, resist, and transform the Black experience. One significant contribution of this study is its attempt to place the nonmonolithic Black experience at the center of intercultural communication research. By drawing from the critical memories of Black rhetors, this dissertation advances intercultural sensitivity and anti-racist dialogue. Conversely, one limitation of this study is its limited focus that neither speaks for nor represents the overall African American population.

The symbolist portraiture of Berthe Morisot (France)

Hopson, Robert Randolph The University of Iowa 2002 해외박사(DDOD)

This dissertation presents a study of Berthe Morisot's portraiture within the context of late nineteenth-century French culture. Focusing upon specific works executed in the second half of her career (1880–1895), this study takes as an essential premise Morisot's ardent embrace of the genre of portraiture as a means to express the widest possible compass of her ideas on art. In her late portraits Morisot responded to new ideas about individual personality and human identity advanced in the writings of biologists, physiologists, and psychologists during the nineteenth century. In doing so she expanded the boundaries of portraiture, the genre of painting most sensitive to changes in notions of personal identity. Morisot demonstrated for her contemporaries the singular potential of the painted portrait as a medium for the expression of the sublime depth and complexity of human nature. Focusing upon representations of women and children (infants, children, and adolescents) this study treats the themes of kinship, friendship, nature and the natural, music, and dreams presented by the artist. This dissertation also examines how Morisot revived and reformed select subjects and motifs of French Rococo and Romantic art for modernity and responded to the Symbolist aesthetic of seeking universal meaning within the circumstances of the everyday, mundane world. Often overlooked in recent considerations of Morisot and her art is the extent to which she transformed her practice of painting in the decades following the last Impressionist exhibition in 1886. Invigorated by new professional opportunities and associations, inspired by new friendships and progressive ideas about art connected directly to her meditations on Symbolist aesthetics, Morisot produced paintings in the second half of her career that were entirely different from the works for which she has been best remembered. One of the central objectives of this study is to restore Morisot's legitimate place of leadership within the Parisian avant-garde and to demonstrate the extent to which her ideas were respected and her art valued by her peers. To understand Morisot's achievements she must be accepted as an intellectual—an associate mover of new ideas and ideals in late nineteenth-century French art.

How significant is social integration to persistence and graduation for special populations within four-year colleges?

Campbell, Harold Hopson University of California, Berkeley 1999 해외박사(DDOD)

This study scrutinized a hypothesized positive correlation between the social integration of students into their institutional settings and persistence and graduation by examining the relationship between how students perceive that their institutions have integrated them socially and persistence and graduation rates. This analysis has built on the work of other researchers who have tried to identify how people construct social reality and how they decide to continue or drop out of college. The former being done by Berger and Luckman (B&L) and the latter by Tinto. This deliberation refined and combined both works to identify the impact of college social settings on persistence and graduation. The concepts that reality is a social construction (B&L) and that school departure is the result of an assessment of experiences that sometimes occur in the social realm of college (Tinto), were joined and employed as theoretical lenses. This work examined how students responded to their perceived reality of the college social world. Certain dimensions of social integration were examined to determine how they affected students' persistence and graduation rates. Of the utmost concern herein is to understand better the variation in four year college persistence and graduation. The mean persistence and graduation rates from four year colleges are not uniform among the entire college student population. To facilitate this examination a particular sub-population, African-American male students, was studied. It is a documented fact that most African-American students now attend integrated institutions, while the Historically Black Colleges continue to grant a statistically larger share of the undergraduate degrees received by the African-American students. In this research data was gathered to determine: (1) if the HBCs did have higher persistence and graduation rates and, (2) if greater social integration might be a factor of the higher rates, at the HBC than the integrated schools, as might be expected when employing the above theoretical rationale. Archival records, survey results, and personal interviews were used to determine the applicable rates and the perceptions of social integration. Both quantitative (Effect Size) and qualitative measures (Content Analysis) were utilized. The data employed came from a sample of both HBC's and integrated colleges. The individual cases were selected at random and the institutional types are predominately public, four-year institutions. Evidence is presented that socially constructed perceptions of integration, in particular college settings does have an impact on persistence and graduation. The analysis concludes that the basis for the perceptions of social reality, in college is socially constructed, that there is a positive correlation between high social integration and the college graduation rate. That is, students who feel well integrated persist and graduate, and those who do not feel well integrated graduate at a lower rate. This inquiry accepted the hypothesis about social integration and graduation, but fails to accept the persistence hypothesis for the group examined. The persistence theory was rejected, because the time frame examined was too short for the effect to have been adequately measured. Persistence is still hypothesized to be positively related to social integration, even though not proven in this study.