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Independent families : a republican account of the parent-child relationship.
No full textChildren occupy a strange space in politics. On the one hand, citizens all seem to have fundamental rights to generally live as they please. On the other hand, child citizens generally require parents with the authority to significantly influence how they live for a good part of their lives. So, what must the parent-child relationship look like to reconcile both claims? And what is the state’s role in ensuring this reconciliation? In this dissertation, I answer these questions from a broadly Kantian version of Republicanism. Since Kant is centrally concerned with each person’s innate right against domination by others, I consider what this commitment requires of various domains within the family. As a result, I provide further justification for some status-quo arrangements: parents acquire the right to raise a child just by setting out to do so without dominating others (Chapter One), and parents may shape their children’s values without concern for keeping their children’s options wide because they have a duty to help their children live meaningful lives (Chapter Three). However, some features need to change: because families require states to ensure the mutual enforcement of rights and responsibilities within the parent-child relationship, states likely require more contact with the family (Chapter Two). And since children are citizens, they have a right against the state to provide greater welfare benefits than they currently receive (Chapter Four). In Chapter Five, I turn from merely human parent-child relationships to the divine parent-child relationship and argue that God has legitimate practical authority over us in virtue of being our divine parent
Analyzing organizational socialization contributions to professional identity development in new student affairs professionals.
No full textStudent affairs has a well-documented attrition problem, with professionals most likely to leave within the first five years of their careers. Previous research shows that professional identity has a direct inverse effect on one’s intent to leave. Understanding how socialization tactics can be used to contribute to professional identity development in new professionals, employers can create practices and environments that foster longevity in the field. In this study, I seek to understand how the six continua of socialization tactics outlined in Van Maanen and Schein’s (1979) Theory of Socialization influence the development of Professional Identity in new student affairs professionals. Professional identity is broken down into three sub-categories: Value Congruence, Intellectual Investment, and Field Commitment. I used multiple regression to analyze 298 survey responses, which revealed that Investiture socialization has a strong positive influence on each of the three elements of professional identity. I derived recommendations for practice and future research based on these results
Sleep and academic performance in university students : a systematic review and meta-analysis.
No full textThis systematic review and meta-analysis assessed sleep and academic performance in university students. A literature search of three databases (PubMed, PsycInfo, and Web of Science) was conducted in August-September 2023. Studies were included if they were published in English, had study samples composed of college or university students, including medical, dental, and pharmacy students, and assessed the relationship between sleep and academic performance. A total of 316 articles that examined associations between sleep variables (sleep quality, sleep duration, sleepiness, bedtime, rise time, chronotype) and academic performance met inclusion criteria and were reviewed. Overall, the majority of studies used cross-sectional (80.7%, k=255) study designs and nearly all studies focused on correlational analyses (99.7%, k=315). Only one study used a randomized controlled experimental design to test the impact of sleep on academic performance. The majority of studies used self-report measures, and only k=17 studies (5.4%) used actigraphy to sleep wearables to measure sleep. Meta-analyses demonstrated small-sized associations between academic performance and sleep quality (r=.10), sleep duration (r=.06), sleepiness (r=-.06), bedtime (r=-.08), rise time (r=-.08), and chronotype (r=.10). Limitations in the existing literature were identified, including overreliance on cross-sectional and self-report methodologies and lack of consideration for confounding factors that can impact sleep and academic outcomes. Small effect sizes for sleep-academic associations may be partially explained by self-report measurements, minimal use of longitudinal sleep monitoring, and adaptive sleep restricting behaviors to allow for more studying. Rigorous experimental designs will be necessary to disentangle the causal direction between sleep and academic performance
Measuring change objectives for innovation in sponsor organizations : a qualitative single case study of design thinking strategists.
No full textThis case study examined how design strategists co-create an evaluation protocol (e.g., measure of effectiveness [MOE]) to assess change objectives with a sponsor organization. Design thinking (DT) is a problem-solving methodology frequently used to help organizations implement change or innovation. Design strategists are trained to apply the DT methodology, using creativity and systems thinking to collaboratively develop change objectives. An evaluation protocol acts as a tool for assessing whether sponsor organizations are meeting their change goals. The purpose of this qualitative single case study was to explore how design strategists co-create a MOE to evaluate change objectives with a sponsor organization. I conducted a qualitative single case study to investigate how design strategists at the Johns Hopkins University Applied Physics Lab (JHU/APL) utilize the DT methodology alongside the Theory of Change (ToC; Weiss, 1995) to develop assumptions, define methods from prior research, clarify goals of change, and create an evaluation protocol with a sponsor organization seeking to innovate. I collected data from experienced design strategists through semi-structured interviews and a questionnaire. I analyzed the data to identify how design strategists described their application of the DT methodology in supporting sponsor organizations that aim to innovate. This research contributes to the literature on developing an evaluation protocol for organizations seeking to innovate.
The findings revealed four themes related to developing assumptions, performing methods based on prior research, clarifying goals, and creating an evaluation protocol. The design strategist participants in this single case study expressed that building trust, conducting research, fostering collaborative awareness, and co-creating MOE contribute to the practical application of the DT methodology. Furthermore, the study highlighted that adding steps to define methods based on prior research and creating an evaluation protocol for the DT methodology enhances its problem-solving capabilities. The findings underscore the practical application of the DT methodology for organizations seeking to innovate, offering suggestions for improving the design process
"This supreme mystery of love” : rediscovering Oscar Wilde as a symbolist writer.
No full textThis thesis seeks to understand how Wilde navigated himself between two related movements: Decadence and Symbolism. It argues that Wilde drew on Symbolist themes and techniques to articulate his relationship to the divine. Symbolist literature is marked by an extreme tentativeness towards the spiritual and a hesitancy in words’ power to describe the transcendent, and Wilde participated in this tradition in much of his writing about faith and religious experience. The thesis examines his treatment of conversion, the phenomenon of the gaze, and the figure of the hidden God as examples of Wilde seriously grappling with matters of faith, and it grounds these examples in the wider context of both the Symbolist and Decadent literary movements. The thesis uses developments in the understanding of the historical concepts of the secular and the sacred by drawing on the work of postsecular theory in general, and the work of Charles Taylor in particular, to defend an understanding of Wilde as a serious, if unorthodox, religious writer in the Symbolist tradition
Fostering motivation : a qualitative holistic single case study examining young adult newcomer students’ motivation to learn English in a Texas high school ESL course.
No full textHigh school-aged newcomer students in the United States face significant barriers to learn English due to their limited time in school, affecting their academic success (Fruja Amthor & Rosas, 2016; Kim & Suárez‐Orozco, 2015; Patel et al., 2016). During the time this study was conducted, districts across the country experienced an increase in high school-aged newcomer student enrollment (Migration Policy Institute, 2024; Texas Education Agency, 2023b). Newcomer students who arrive as young adults must learn English, integrate into the United States schools, and meet graduation requirements in a short timeframe (Kim & Suárez‐Orozco, 2015; Texas Education Agency, 2023f). While motivation plays a critical role in second language acquisition (Dörnyei, 2003; Gardner, 2006; Ryan & Deci, 2020), limited research explores what motivates 18–19-year-old high school newcomer students to learn English. Consequently, understanding the factors that influence high school newcomer students’ motivation to learn English is important to support their language development.
This holistic single case study explored the factors that young adult, 18–19-year-old, newcomer students in a southeast Texas high school perceived as influencing their motivation to learn English. The study used Gardner’s socio-educational model of second language acquisition (Gardner, 1985, 2006, 2010), focusing on integrativeness, attitudes toward the learning situation, and instrumentality. Data were collected through journal entries and semi-structured interviews with six participants to answer the research question: What factors do young adult newcomer high school students enrolled in an English as a second language course describe as influencing their motivation to learn English?
The findings revealed three key themes that shaped the participants’ motivation: social integration, supports in the learning environment, and social and economic mobility. The findings highlight the importance of inclusive peer interactions, culturally responsive instruction, and school-based structures that support newcomer students’ academic success. These findings have implications for newcomer program administrators, teachers, and researchers in young adult second language acquisition
Storm, stress, or pathway to success : a qualitative single case study exploring how teachers design developmental experiences of middle school students to maximize academic performance and positive youth development.
No full textAdolescence is a time of great transition. It can lead to positive long-term development, however, there is the potential for adverse outcomes. Adolescents, particularly those from marginalized or lower socioeconomic backgrounds, continue to face unequal opportunities for developmental experiences and supportive adult relationships. Disparities in opportunity can lead to long-term academic challenges and other negative outcomes. The traditional emphasis on standardized testing and content-focused education often fails to address these gaps. A holistic approach that fosters and builds integrated identity, agency, and competencies, is needed.
The purpose of this qualitative single case study was to explore how middle school teacher participants at one independent school in San Francisco, California, design learning experiences focused on the developmental experiences and relationships to guide students in developing the four factors of self-regulation, knowledge and skills, mindsets, and values to build three essential outcomes of integrated identity, agency, and competencies. Four middle school teachers at one independent school shared their unique experiences. The theoretical framework I used to design and analyze the study was the Foundations for Young Adult Success: A Developmental Framework (Nagaoka et al., 2015). This descriptive single case study explored teachers’ unique experiences using open-ended teacher questionnaires, semi-structured interviews, and classroom observations. I analyzed the data, reviewed responses and observations, and coded and interpreted the data to reveal three themes.
The first finding of this study revealed that teachers’ connections with students are intentional and consistent, with structured time scheduled for these interactions during the school day. The second finding revealed that teachers perceive community identification and involvement reinforces student values, fosters a sense of belonging, and promotes positive youth development. The third finding of this study revealed that teachers perceive that active learning with feedback and reflection significantly boosts students’ growth and development. This study has implications for teachers, administrators, policymakers, and community members to implement practices and policies integrating opportunities for adolescent developmental experiences
Stratigraphic and geochemical insights into the tectonic, climatic, and geomorphological history of the Paradox Basin, USA.
No full textThe Late Paleozoic Hermosa Group and lower Cutler beds of the Paradox Basin span a significant time in geologic history, the Late Paleozoic Ice Age (LPIA), and may help us to better understand the response of depositional systems and environments to changing climate. Outcrop exposures at Honaker Trail and Raplee Anticline, within the San Juan River Canyon near Mexican Hat, Utah, record a transition from shallow marine to continental coastal plain deposition across the Paradox Basin’s southwestern shelf and provide an ideal setting for assessing the stratal succession. Within this work, cyclostratigraphic and geochemical data are integrated to assess changing paleoclimate, paleosol genesis, and depositional cyclicity for marine and continental strata. A new cyclostratigraphic approach, discontinuity-bounded alluvial units (DAUs), is applied to Late Pennsylvanian to earliest Permian fluvial-eolian strata, revealing patterns of third-order (1 Myr) depositional cyclicity best explained by wetter-drier paleoclimate fluctuations. Late Pennsylvanian to earliest Permian paleosols are weakly developed and consist of paleoEntisols, paleoInceptisols, and a paleoVertisol. Mean annual precipitation (MAP) estimates derived from paleosol bulk oxide geochemistry average 409 mm/yr ± 209. Assessment of MAP and mean annual temperature (MAT) relationships suggests that the majority of paleoInceptisols identified within this work could represent ancient Aridisols. Ti/Al ratios derived from paleosol bulk oxide geochemistry track a broadly consistent provenance, but Ti/Zr trends suggest contributions of allochthonous dust and may indicate a shift in paleowinds near the Rico-Halgaito boundary, a hypothesis supported by Ti/Zr and Zr/Hf ratios from within-zircon micro-XRF analysis. Middle to Late Pennsylvanian conodont apatite record an average δ18O of 19.0‰ (SMOW) with values that gradually decrease up the stratigraphic section and are best explained by decreasing salinity rather than changing glacial volume or temperature. A third-order accommodation trend (~1-3 Myr) was detected from minimum sea level estimates derived from stratal stacking pattern analysis of Middle to Late Pennsylvanian marine strata and includes three transgressive-regressive cycles. In the absence of evidence in support of changing glacial volume from biogenic apatite δ18O, as well as poor correlation with continental-scale sea level curves, we interpret a tectonic origin for third-order cyclicity identified for marine strata
Professional religious educators' perceptions of mentoring in the church educational system of the Church of Jesus Christ of Latter Days Saints : a single case study.
No full textThis case study explored the new teacher mentoring program within the Church Educational System (CES) of The Church of Jesus Christ of Latter-day Saints. Teachers in various disciplines, including religious education, face significant stress. Both CES religious educators and secular teachers share common challenges (e.g., addressing diverse student needs, managing classroom dynamics) and encounter similar stressors (e.g., handling student behavior issues, monitoring student performance and engagement). Religious educators are dedicated to guiding youth and young adults in discovering truth and applying scriptural teachings to emulate Jesus Christ. The purpose of this qualitative single case study was to explore how mentors and new teachers in the Church Educational System (CES) of the Church of Jesus Christ of Latter-Day Saints describe the process of (a) identifying stressors, (b) appraising resources, and (c) coping with job demands while teaching and participating in the CES mentoring program. Through qualitative methods, including interviews, a focus group, and exit ticket responses, this study investigates how CES mentors, who are also full-time professional religious educators support new teachers in their professional development. This study also explores the perspectives of new CES teachers who are embarking on religious education and who are also expected to participate in the CES new teachers mentoring program. By addressing educators' distinct needs and experiences in this setting, this research adds to the sparse literature on mentoring practices within religious education and teaching. The findings revealed three themes about full-time, professional religious educators' experiences coping with the demands of teaching and participating in the CES mentoring program, including the need for better stress management and clearer guidance, the importance of ongoing, role-specific training, and the role of personal connections and collaboration to cope. The CES mentors and new teachers in this single case study expressed that tailored training, clear guidelines, dedicated time, and manageable workloads could contribute to a more supportive and practical mentoring environment. Moreover, the study identified key coping mechanisms that new teachers and mentors use to manage their job demands while participating in the CES mentoring program. These findings underscored several effective mentoring strategies to bolster the job satisfaction of mentors and new teachers in CES
Enabling pulse-to-pulse and in-situ optimizations for next-generation radar and communications systems.
No full textWith the implementation of fifth generation (5G) wireless technologies, radar systems in the S-band and passive weather radiometers in the K-band are now experiencing a congested spectrum due to reallocation of those frequency bands for spectrum sharing. To prevent transmitters from interfering with existing systems, transmitting systems can be equipped with real-time reconfigurable circuitry, such as impedance tuners. Reconfigurable circuitry allows systems to optimize their output power or power efficiency after a change in frequency, mitigating or removing the potential for interference. This thesis presents two solutions to mitigate interference. The first is a data storage approach that enables a cognitive radar to synchronously operate and control a real-time impedance tuner to allow optimizations on a pulse-to-pulse basis. The second is a design for a circuit that will allow for in-situ monitoring of a transmit antenna, which will inform an optimization algorithm on the optimal tuner settings for impedance tuning