ABIOTIC FACTORS AFFECTING DISTRIBUTION AND DOMINANCE PATTERNS OF TWO C(4) PERENNIAL GRASS SPECIES (BOUTELOUA GRACILIS, BOUTELOUA ERIOPODA)

MINNICK, TAMERA JO COLORADO STATE UNIVERSITY 1998 국내박사

A case study of systemic change from failure to success in select Pennsylvania schools

Minnick, Michael A Indiana University of Pennsylvania ProQuest Disser 2016 해외박사(DDOD)

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

It was the intent of this qualitative multiple-case study to pinpoint the reasons for school success in the contemporary age of school accountability measured through the advancement of student achievement test scores. After reviewing the literature related to systemic change, successful organizations, and effective leadership a conceptual framework that was developed by Senge (2012) emerged. This framework defines the following five elements necessary for successful systemic change: (1) shared vision, (2) systems thinking, (3) team learning, (4) mental models, and (5) personal mastery (Senge, 2012). This conceptual framework was used to analyze the responses and examples given by the research subjects during two individual interview sessions with the building principal and two focus group interviews with teachers. The study supports that the systemic change that ultimately led to increased test scores at two of the three schools were was successful due to the presence of shared vision, systems thinking, team learning, mental models, and personal mastery. The participants relied on these components of successful systemic change to accomplish their ultimate goal of school improvement demonstrated by increasing test scores. Building principals and teachers who emerged as leaders at the classroom level displayed an awareness for the importance of the five core components of systemic success. The building principals from both high performing schools were credited by teachers for the creation of a shared vision, and guiding teachers from the level of systems problem solving through the personal mastery of instructional effectiveness. The participants relied on the core components of systemic change to build school community and nurture leadership throughout numerous levels of the organization. Recommendations for future studies include examining the influence of systemic change elements on school performance indicators like graduation rates and attendance. Can the elements of systemic change reduce disciplinary incidents in a school setting? Are systemic change elements valued differently based upon the position or experience level of the administrator or teacher? Does systemic change theory influence policy and hiring practices? Are schools better at developing resiliency and versatility throughout the organization as a result of the five systemic change elements?.

Breathing Worlds: Somatic Practice, Performance and the Self in the Life/Art Work of Leeny Sack

Minnick, Michele New York University 2016 해외박사(DDOD)

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

This dissertation places breath as the central element in the life/art practice, performances and pedagogy of American performance artist Leeny Sack. A daughter of Holocaust survivors, Sack's work engages witnessing through her unique adaptation of the performance techniques of Richard Schechner and Jerzy Grotowski, and the somatic and mindfulness practices of Kinetic Awareness and vipassana meditation. "The Performative Self," a term used by Sack to describe aspects of her pedagogy, becomes the theoretical frame for discussing how breath figures performatively in three of Sack's autobiographical pieces, as well as in her teaching. Each of the three pieces is a performative response to trauma: The Survivor and the Translator to her family's and her own experiences related to the Holocaust; Neo-Ventriqual THOUGHT CLOUDS to Sack's mother's death; and Patient/Artist, to her diagnosis and subsequent treatment of acromegaly. Sack's practices combine with the trauma theory of Shoshana Felman and Dori Laub, placing breath-based witnessing of both self and other as opening a performative space of potentiality. Research for the project included four modes: first-hand experiences of Sack's teaching; historical and theoretical reading; viewings of Sack's archival videos and photographs as well as Holocaust-related documentaries and performances; and several lengthy interviews with Sack.

Emotion Beliefs among Socially Anxious Individuals: Their Associations with Anxiety Risk Factors and Emotional Experiences during Social-Evaluative Stress

Minnick, Mark M The Pennsylvania State University ProQuest Dissert 2019 해외박사(DDOD)

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

There is an increasing interest in the role that beliefs about emotions play in emotional reactivity and regulation, especially in the context of mental health concerns. The present study explored whether anxiety risk factors, namely anxiety sensitivity and working memory capacity, contribute to the quality of emotion beliefs of a sample of university students reporting significant levels of social anxiety. In addition, this study investigated the role that emotion beliefs played in emotional responding and regulation during a social evaluative speaking task, as well as whether emotion beliefs influenced the effectiveness of a computerized attention modification intervention designed to reduce distress during the speech. Self-report and psychophysiological indices of emotional responding and regulation in response to the speech were collected. Findings indicated that higher levels of anxiety sensitivity were associated with greater beliefs that emotions constrain behavior and hijack self-control, as well as with greater beliefs that attempts to regulate emotional experience are worthwhile. Further, the study provided evidence that the extent to which anxiety sensitivity is predictive of beliefs about the worth of emotion regulation depends on working memory capacity. The study also found some support that self-reported emotion regulatory behavior in response to the speaking task depended on the extent to which individuals believe that emotions constrain behavior and hijack self-control. However, effectiveness of the attention modification intervention was not moderated by emotion beliefs.

Usage-based effects in Latin American Spanish syllable-final /s/ lenition

Fox, Michelle Annette Minnick University of Pennsylvania 2006 해외박사(DDOD)

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

Previous studies have identified factors that contribute to the weakening and deletion of syllable-final /s/ in Latin American Spanish, including the dialect and sex of the speaker, the phonetic environment and grammatical status of the /s/, and functional considerations. Proponents of a usage-based model of language claim that the structure of language is shaped by how it is used, and therefore factors such as word frequency, word predictability, and the context that words appear in have an effect on the form of language. This dissertation investigates the extent to which these usage-based factors contribute to syllable-final /s/ lenition in addition to the previously identified factors. Automated speech recognition methods were used to code three dependent variables for a corpus of over 50,000 tokens of syllable-final /s/: deletion or retention of /s/, duration of retained /s/, and the spectral center of gravity of retained /s/. Multiple regression was performed for each of the dependent variables, on all of the data combined and on several subsets of the data. For each multiple regression, usage-based factors were added to a base model to determine which of them improve the model. Word frequency and word predictability based on the following word both have an effect in the expected direction, with more frequent and more predictable words having higher levels of lenition. Word predictability based on the preceding word has the opposite effect, with more predictable words having lower levels of lenition. The phonetic context that words appear in most frequently also has an effect, with words that are more often followed by a consonant having more advanced lenition, even after taking into consideration the actual phonetic context. These usage-based factors contribute both to the categorical process of deletion and the gradient processes of shortening and weakening of articulation. This data supports the claim that these usage-based variables form part of the speaker's knowledge and that speakers have knowledge of low-level phonetic detail. This study suggests that the extent of lenition may be determined both within the lexical entry as in an exemplar model and by processing during production.