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Wade, Evelyn Reder University of California, Santa Barbara 2005 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
The acquisition of intercultural communicative competence (ICC) has become a primary goal in foreign language education (Byram, 1997; Kramsch, 1993) and is based on the underlying assumption that language and culture are strongly intertwined. It has been suggested that telecollaborative exchanges with native speakers in the target culture can enhance the development of ICC (Furstenberg et al., 2001). However, studies have shown that on-line exchanges alone might reinforce existing stereotypes or cause erroneous generalizations to be made (Itakura, 2004; Chun & Wade, 2004). At present, not enough is known about how on-line exchanges can effectively be integrated into the foreign language classroom in order to maximize the educational outcomes of intercultural projects (O'Dowd & Eberbach, 2004). This study sought to fill this gap by examining the oral classroom interactions that took place as a follow-up to the learners' on-line interactions with native speakers in the target country. Twenty-three intermediate German students at a university in the U.S. and 45 students at a university in Germany participated in an on-line exchange over the course of an academic year. Each U.S. student was required to lead a classroom discussion on those aspects of the on-line exchange that were of particular interest to him/her. Seven discussions were audio recorded, transcribed, and examined for evidence of the different components of intercultural communicative competence. The analysis of the data revealed that the learners displayed attitudes of curiosity about the target culture as they constructed cultural knowledge based on the on-line forum entries. However, when comparing their findings about the target culture with their own culture, they often expressed preference for their own culture and were not always able to establish a "sphere of interculturality," i.e., looking at both cultures from an insider's and an outsider's perspective. Rather, they interpreted their findings from the point of view of their own culture. This reinforces the notion that on-line exchanges in and of themselves are not sufficient to help learners develop ICC. Follow-up discussions and critical reflections in the classroom are of crucial importance to ensure that ICC is enhanced.
A genetic system for studying uranium reduction by Shewanella putrefaciens
Wade, Roy, Jr Georgia Institute of Technology 2002 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
A U(VI) reduction-deficient mutant (Urr) screening technique was developed and combined with chemical mutagenesis procedures to identify several Urr mutants of <italic>Shewanella putrefaciens</italic> strain 200. The Urr mutants lacked the ability to grow anaerobically on U(VI) and various other compounds as electron acceptors. In particular, Urr mutant U14 lacked the ability to grow anaerobically on U(VI) and NO<sub>2</sub><super>−</super>, yet retained the ability to grow anaerobically on eight other compounds as terminal electron acceptor. Several Fe(III) and Mn(IV) reduction-deficient mutants of <italic>S. putrefaciens</italic> 200 displayed Urr-positive phenotypes when tested for U(VI) reduction capability via the Urr mutant screening technique. This is the first reported isolation of a respiratory mutant that is unable to grow anaerobically on U(VI) as terminal electron acceptor. U(VI) reduction activity was restored in each mutant via conjugal mating experiments with a wild-type <italic>S. putrefaciens</italic> clone bank. In particular, the recombinant cosmid restoring U(VI) reduction activity to Urr mutant U14 was subcloned to 12-kb DNA fragment.
Wade, Latonia M ProQuest Dissertations & Theses Fielding Graduate 2022 해외박사(DDOD)
소속기관이 구독 중이 아닌 경우 오후 4시부터 익일 오전 9시까지 원문보기가 가능합니다.
More than two million U.S. military personnel have deployed to areas in or near Iraq and Afghanistan following September 11, 2001. Approximately 18% (360,000) of service members returning from deployment screen positive for anxiety, depression, and posttraumatic stress disorder (PTSD). Among these, an estimated 60% also experience insomnia and other sleep dysfunctions. For active-duty military, performance without adequate sleep can lead to devastating consequences, as sleep deprivation can result in cognitive impairment, decreased performance, and increased accidents. Cognitive behavioral therapy for insomnia (CBT-I) is an effective treatment for insomnia and the first line of treatment of chronic and severe insomnia for active service members and veterans with PTSD. However, CBT-I is underutilized because there are not enough providers trained in CBT-I and insomnia is often treated secondary to PTSD. Therefore, this study investigated mental health providers’ perspectives on CBT-I as a therapy for active-duty service members who have been diagnosed with comorbid PTSD and insomnia. Qualitative methodology using thematic analysis was employed. Subjects were a sample of seven licensed clinical social workers and psychologists at a military base in Texas. Purposeful and snowball sampling were utilized. Data were collected in the form of semi-structured interviews. Interview questions addressed demographics, patient setting, utilization of CBT-I, and barriers and challenges associated with utilizing CBT-I. Transcripts were analyzed using a thematic analysis using a previously developed system. Findings highlighted key issues mental health providers encounter in adopting and implementing CBT-I to treat insomnia in active-duty service members with PTSD. Knowledge generated informs mental health care providers who treat active-duty service members in military base settings and aims to increase the utilization of CBT-I for service members with PTSD and insomnia.