Engaging (in) the university : researching L2 graduate students' academic discourse needs through affect literacy

Doran, Carolyn Jo ProQuest UMI Dissertation 2013 국내박사

Toward a theology of openness in the encounter of world religions

Young, Robert Doran UMI 1968 해외박사

Engaging (in) the university: Researching l2 graduate students' academic discourse needs through affect literacy

Doran, Carolyn Jo Purdue University 2013 해외박사(DDOD)

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

The purpose of the present study is to investigate possible communication issues between Purdue University second-language graduate students and their advisors. This paper focuses on the need to develop an applicable construct of culture-specific reality that we, as teachers, might use when working with English-as-a-second-language (ESL) students in the university. I ground my ideas within a context of a second-language graduate student (L2GS) from South Korea and use a neuroscientific perspective on affect theory, studies and application of language socialization, an integration of Bourdieu's habitus, responses from 119 Purdue University advisors, and two surveys and two questionnaires from my case study student from South Korea. In this way, I hope to show that Confucianism is more a way of life than a religion and that it may impact communication issues between L2GS and their Purdue University advisors, especially in students from Eastern Asia, as they work to complete their dissertation. Additionally, I propose a possible solution within the context of the Purdue Writing Lab, as well as offer a course designed for L2GS with communication issues as the focus.

Women's Suffering in French Opera: Nineteenth-Century Contexts and Twenty-First-Century Performance

Doran, Molly C ProQuest Dissertations & Theses Indiana University 2021 해외박사(DDOD)

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

Insatiable Women and Transgressive Authority: Constructions of Gender and Power in Early Tang China

Doran, Rebecca Esther Harvard University 2011 해외박사(DDOD)

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

My research explores conceptualizations of female power in late seventh and early eighth century China. The period spanning the second half of the seventh century through 713 represents a unique political-cultural space in Chinese history. During this time, the government was dominated by powerful female figures. I analyze the self-presentations of these women in contemporary court literature and the ways in which they were interpreted and portrayed in historical, semi-historical, and fictional accounts in the decades and centuries after their deaths. I analyze the nature and constitutive elements of their (re)construction as literary-historical figures, focusing on the development of archetypes of their power as women and the gradual consolidation of their images in the overarching narrative of history. My first chapter traces the development of narrative prototypes of female power through detailed analysis of the ways in which earlier female rulers have been portrayed. My second chapter explores the self-image of these women through analysis of the surviving corpus of prose and poetry attributed to them and their courtiers, who were intent on pleasing them through their literary output of praise pieces. The next three chapters treat retrospective constructions of Tang female power-holders in the decades and centuries after their deaths by historians, compilers, and writers. These chapters are organized by theme and deal, respectively, with accounts of their manipulation and/or misinterpretation of cosmic signs, conspicuous consumption and relationships with male consorts. My study moves beyond the issue of historiographical sexist bias to probe the cultural lenses through which gender roles and expectations become rhetorically codified. I attempt a systematic analysis of the way in which these figures have been negotiated in the literary-historical tradition: what they represent in the moral-cosmic schemas forming various historical and literary narratives; how their legitimacy or de-legitimacy as women rulers is interpreted and appropriated by historians and compilers; and how archetypes of gender and power develop over time and influence their portrayals.

A broadened perspective of self, increased care for others and the Earth

Doran, M. Noreen Fielding Graduate Institute 2002 해외박사(DDOD)

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

A whole host of scholars are describing the human experience through a widened lens: a more holistic perception of self, and at our interconnectedness with all life (Bookchin, 1990; Fox, 1990; Macy, 1991; Naess, 1986; Roszak, 1992; Seed, 1988; Winter, 1996). This study explores the “transecological self,” which refers to the ever-widening process of self identification and at becoming an actively constructive Earth citizen. Can focused instruction assist in shifting our ecological consciousness to a worldview that is more earth-compatible? Can we learn to be more inclined to care about the family of humanity and about our connection as Earth citizens? These representative questions created the motivation to design, implement, and facilitate a curriculum framed in transpersonal ecology for a group of 11–14 year olds. Consequently, 12 youths volunteered to participate in a program designed to incite their perceptions of earth-related topics and their capability to analyze their own transecological consciousness. Drawings, qualitative interviews and observations were used in this qualitative interpretive study. The data were coded into emergent patterns using thematic analysis and they were presented by holistic portfolios. The findings were categorized into 6 different themes: (a) increased caring about people and movement towards a prosocial orientation; (b) increased caring about animals; (c) increased caring about nature and the Earth; (d) a shift: moving from egocentrism to Earth-centered values; (e) a broadened perspective of self, and (f) an expanded attitude towards making a difference with society and or the Earth. Half of the participants grew in 1 or 2 of the categories, and the other half showed an increased awareness in 3–6 of the categories. Nine out of the 12 participants reported an increased caring in either people, animals, and or nature. Eight participants broadened their perspective of themselves, and showed a developing awareness of being global citizens. There was a correlation with the individuals who showed growth in these areas and reported a new motivation to constructively contribute and lead more meaningful lives. This connection refers to the conscious awareness of becoming transecological. This inquiry beckons further and extended research. This study contributes to a relatively new conversation in human development. If society is waking itself up to realize that we can be neither studied nor cured apart from the planet, these findings indicate hope that focused instruction can serve as an intervention. In this prescriptive medicine education has a place that can no longer be overlooked.

On the market price of volatility risk

Doran, James Stephen The University of Texas at Austin 2004 해외박사(DDOD)

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

This work examines the extent of the bias between Black-Scholes (1973)/Black (1976) implied volatility and realized term volatility, estimation of the market price of volatility risk, and option model fit in the natural gas market. To examine this bias I institute a stochastic volatility data generating process, and demonstrate the bias through Monte Carlo simulation of the underlying parameters. This provides a numerical justification for testing the importance of a risk premia for volatility. I implement empirical tests for the market price of volatility risk by analyzing at-the-money options on the S&P 500 and S&P 100. Further, I extend the study by considering options on natural gas contracts by examining option model fit for a variety of parametric candidates. Using risk-neutral parameter estimates I re-estimate the market price of volatility risk using the full cross-section of option prices. The findings demonstrate a negative market price of volatility risk, and show that this risk is a significant component of the bias between Black-Scholes/Black implied volatility and realized term volatility.

A Christian philosophy of music and the arts: The contributions of the Schaeffer family and the L'Abri community (Francis Schaeffer, Edith Schaeffer)

Doran, Nicole Ellen University of Cincinnati 2002 해외박사(DDOD)

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

This work demonstrates how since its establishment in 1955, L'Abri Fellowship has developed a philosophy of art that brought Christians to the arts and brought the arts to the Church. Francis and Edith Schaeffer helped their son Franky, Jane Stuart Smith, and H. R. Rookmaaker find a better way to understand creativity while avoiding the rigidity of legalism and the lure of aestheticism. As L'Abri grew they did not regard their interest in the arts as peripheral, instead they doubled their efforts to learn more about the creative arts, participate in culture, and encourage professional and amateurs to use their talent. L'Abri participated in the world of art because creativity was the character of their God. L'Abri taught people aesthetic notions like judgment, context, and inspiration, and expected them to be curious about the details of art. This artistic knowledge could help them understand the nature of man and what they perceived as the dangers of our present cultural decay. Because of this, they realized that Christians must use their creative gifts in a more responsible way. Through their books, lectures and personal interactions, L'Abri inspired a rich aesthetic harvest, believing that people understood that God not only wanted their obedience but needed their creativity to begin the magnificent work of redeeming man and his culture. They were interested in creativity because they argued it revealed so much about God's character and original intentions for the world. L'Abri thought the fall of man was also a falling away from the ideals that give aesthetics significance. This thesis shows that L'Abri's theories on art were not rigidly academic or even fashionable, but that they were effective in expanding the artistic horizons for evangelical Christians they could influence.

Language use and identity in a bilingual community: Re-examining the English of Mexican Americans

Doran, Amanda R The University of Texas at Austin 2001 해외박사(DDOD)

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

In this dissertation, I describe the range of linguistic behaviors that are found within three generations of a primarily English-dominant, middle-class Mexican American family from El Paso, Texas and in the speech of two Mexican American disc jockeys on an English-language, top-40 radio station also in El Paso, focusing on four linguistic behaviors indexing Mexican American identity. These linguistic behaviors include Spanish/English code switching and the pronunciation of words such as personal names and place names with Spanish phonology, linguistic behaviors associated with Spanish, as well as the stress pattern of compound words and the use of the “rising glide” intonation pattern, prosodic patterns associated with Mexican American English. I demonstrate that even within these small, close-knit groups of speakers, there exist a variety of linguistic norms, ranging from those associated primarily with Spanish and Mexican American English to those associated primarily with “standard” English, and that individual speakers vary in terms of the extent to which they approximate these norms. Moreover, even those individuals who engage in few linguistic behaviors associated with Spanish or Mexican American English differentiate themselves linguistically from non-Mexican Americans in clear and interesting ways. Following Le Page (1980, 1997) and Le Page and Tabouret-Keller (1985), and Johnstone (1996), I view the conscious and unconscious linguistic choices made by the subjects of my study as “acts of identity” and the linguistic behaviors I describe as resources upon which they can draw to construct or express aspects of their social identities. Moreover, following Pratt (1987), I emphasize the importance of exploring the heterogeneous nature of the “speech community,” as it is embodied in the linguistic practices of individual speakers, as a means of better understanding some of the ways in which language is used in the construction of identity. This study contributes to our understanding of Mexican American language use and our understanding of the relationship between language and ethnicity, or language and identity more generally, and language ideology, as they relate to Mexican American English and Mexican Americans. Moreover, it contributes to research on code switching and research on prosodic patterns associated with Mexican American English.

Teachers' roles in social competencies of elementary-school students

Doran, William T Northern Illinois University 2002 해외박사(DDOD)

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

This study investigated the beliefs and practices of teachers of elementary students regarding the teaching of social skills as part of the school curriculum. The researcher conducted interviews with 21 fourth-grade teachers in the same school district to secure their perspectives relative to the social development of their students. Interviews were conducted to answer the following research questions: (1) Do teachers feel it is the classroom teachers' responsibility to teach social skills? (2) What are teachers' perceptions about the relationship between social competence and academic achievement? (3) What are the driving forces that motivate teachers to emphasize the importance of social development in young people? (4) What are some of the barriers to promoting social learning into the classroom? (5) How are some teachers able to incorporate social learning into the classroom and to what extent are teachers engaging in activities to promote social competence in students? and (6) How do teachers see their relationship with parents in developing competence in their students?. Responses from the participants were transcribed and analyzed for emerging themes regarding their beliefs and practices pertaining to social skills instruction with their students. The results of this study suggest that teaching social skills to students in the classroom is viewed as an important element of the learning process, but the actual development and application of the activities need to improve to more adequately serve the students.