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Diversity of Chachapoya mortuary practices is not well understood archaeologically, even though the region has received some attention for the monumental constructions and visually striking mortuary complexes located high on open cliff faces. This may be due to the difficult accessibility and often poor state of preservation consistent with many Chachapoya mortuary and occupation sites. This thesis reconstructs mortuary practices at La Petaca in the Chachapoyas region of Peru, applying paleodemographic and GIS methodological approaches to facilitate and improve the bioarchaeological study of commingled skeletal remains in an open, disturbed communal funerary context. Research focused on SUP CF-01, a natural cave context utilized as a group burial. The sample of human remains retrieved from SUP CF-01 (n= 8182) estimated an MNI of 43 adults and 12 juveniles, including a range of demographic categories. By employing a total station to record the cave structure, and a GIS to analyze the deposit of commingled remains, this thesis was able to measure the distances between paired elements and to explore possible post-depositional practices that could have created this commingled and disturbed deposit. This bioarchaeological analysis incorporating demographic and spatial analysis indicated that this collective burial was a primary context, and most likely a result of a gradual accumulation of complete bodies and movement of later skeletonized elements to make room for successive burials. When compared to other mortuary contexts at this complex, including a comparative secondary cave context and over 120 constructed mausoleums, it appears that all community members were included in the mortuary practices at this complex.

Current site scale stormwater management designs typically include multiple distributed stormwater best management practices (BMPs), necessary to meet regulatory objectives for nutrient removal and groundwater recharge. Selection of the appropriate BMPs for a particular site requires consideration of contributing drainage area characteristics, such as soil type, area, and land cover. Other physical constraints such as karst topography, areas of highly concentrated pollutant runoff, etc. as well as economics, such as installation and operation and maintenance cost must be considered. Due to these multiple competing selection criteria and regulatory requirements, selection of optimal configurations of BMPs by manual iteration using conventional design tools is not tenable, and the resulting sub-optimal solutions are often biased. This dissertation addresses the need for an objective BMP selection optimization tool through definition of an objective function, selection of an optimization algorithm based on defined selection criteria, development of cost functions related to installation cost and operation and maintenance cost, and ultimately creation and evaluation of a new software tool that enables multi-objective user weighted selection of optimal BMP configurations. A software tool is developed using the nutrient and pollutant removal logic found in the Virginia Runoff Reduction Method (VRRM) spreadsheets. The resulting tool is tested by a group of stormwater professionals from the Commonwealth of Virginia for two case studies. Responses from case study participants indicate that use of the tool has a significant impact on the current engineering design process for selection of stormwater BMPs. They further indicate that resulting selection of stormwater BMPs through use of the optimization tool is more objective than conventional methods of design, and allows designers to spend more time evaluating solutions, rather than attempting to meet regulatory objectives. / Ph. D.

Demand for the skill of critical thinking is extensive in both higher education and in the workforce. The purpose of the current research is to examine the relationship between critical thinking educational efforts (e.g., programs incorporating high impact practices) and higher education student outcomes. For this study, student outcomes were defined as cumulative grade point average and student program retention. The study used existing data which were obtained from a large public research university in the southwest United States. The study found that higher critical thinking was significantly associated with higher overall GPA, and this relationship was stronger in males as compared to females. However, students' critical thinking was not significantly related to program retention. Findings from this study appear to confirm previous studies indicating a positive relationship between students' ability to think critically and GPA. The study also suggests that elements promoting critical thinking can be successfully embedded into undergraduate curricula through various means, including the use of high impact practices.

Thesis advisor: Lisa Patel Stevens / In this dissertation, I share findings generated from a year-long ethnographic and sociolinguistic study of the discursive practices of Black and Latina female preservice teachers, all nonstandard language and dialect speakers, across three settings: the university classroom, the practicum teaching classroom, and a social setting. The aim of the study was to examine how teacher education as a discursive space shapes the linguistic decisions of ethnolinguistic minority preservice teachers—individuals who speak varieties of languages and dialects that are deemed “less than” and “inferior to” dominant language varieties (e.g., African American Language (see Baugh, 1999; Smitherman, 1999); Spanish language varieties (e.g., Anzaldúa, 1987/1999; Zentella, 2004)), and accordingly, are granted lower status in American society (Lippi-Green, 2004). Guiding this inquiry was the understanding that through the study of language, it is possible to reveal the tacit theories and ideologies that persist within dominant spaces and the ways in which such ideologies affect the language choices that ethnolinguistic minority preservice teachers must make in order to acculturate a dominant teacher identity. I captured and examined transcripts of discursive practices evidenced through videotaped and audiotaped speech events, observations, interviews, and archival data (e.g., journal reflections, classroom assignments) using ethnographic research methods and critical discourse analysis (see Chouliaraki and Fairclough, 1999; Rogers, 2004c). My analysis of the data prompted implications for the field of teacher education and for the role of qualitative research methodologies in the study of language, discourse, and identity. / Thesis (PhD) — Boston College, 2008. / Submitted to: Boston College. Lynch School of Education. / Discipline: Curriculum and Instruction.

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