In case studies of six college freshmen of average English ability, as determined by ACT scores, the researcher explored the connections between teacher-student writing conferences and students' subsequent revisions. The following question guided this study: How does the teacher-student conference conversation relate to students' subsequent revisions? Three principles drawn from the review of literature also guided the study: 1) writing conferences can be used as a mid-composing intervention, 2) the purpose of such intervention is to guide student revision of a specific draft as well as instruct in general revision strategies, and 3) a study of student changes on drafts can provide information about the effectiveness of a previous conference. The data were gathered from holistic scoring of the students' drafts, videotapes of each student's four conferences, two-level coding of the students' drafts and the students' conference transcriptions, interviews with the students, questionnaires about attitudes toward revision and conferences, the teacher-researcher's observations, writing self-analyses by the students, and the students' autobiographies as writers. Holistic scoring of first and last drafts written during the study rated drafts after conferences at a higher level, but no meaningful long-term improvement was established. The results of the study indicate that, although students continued to revise in the patterns to which they were accustomed, the topics covered in the conference strongly influenced their revision strategies: the students made more frequent content-level changes after conferences. The topics covered in the conference also influenced their future composing strategies on first drafts. Following the conferences, the students in this study made fewer changes at the word and phrase level and more changes at the sentence, theme, and correctness levels. The results also indicate that the non-directive conference provides for individual writing needs.

The achievement gap between White students and students of color has long been a concern of educators. It is well established that critical pedagogy and culturally relevant teaching practices increase the possibility of academic achievement for ethnic minority students; yet, throughout the U.S., the implementation of such practices has been less than optimal. It is also clear that some teachers are doing an excellent job of teaching students of color. However, it is not clear what those teachers are doing and what their practices look like, particularly in secondary classrooms and for Latina/o students—the fastest growing ethnic minority population in the U.S. Are successful teachers of Latina/o youth engaging in critical pedagogy or culturally relevant teaching practices? Have they developed caring, empathetic relationships with students that result in greater engagement and academic success? Using a multifaceted theoretical framework of critical social theory, seen specifically through the lenses of culturally relevant pedagogy, empathy and false empathy, critical studies in Whiteness, and critical race theory, this ethnographic multiple-case study aimed to answer those questions. By observing and interviewing educators whom principals, teachers, and parents all nominated as “successful” for the Latina and Latino students in a particular school, and identifying the teaching strategies and classroom management routines they employed, I hoped to illuminate key practices and underlying attitudes that other teachers can emulate as they strive to reach and teach Latina/o students.

The study of naming practices has captured the interest of researchers in a variety of related disciplines. Studies of names and naming have led to a body of literature suggesting that naming practices are infused with meaning and reflect emotional ties between family members. This study examined four research hypotheses related to family naming practices in an intergenerational sample of Mormon women. Ninety women f rom three generations of 30 families participated in the st udy. Through telephone interviews, each woman completed a survey designed to gather information about sources of children's names, kinship affiliations, and religiosity. The information gathered from the surveys was analyzed using three statistical analyses : descriptive statistics, the chi square test of significance , and multiple regression. Data analyses indicated that there were no significant differences in naming practices in this group and that naming practices were similar across generations. Analyses of the relationship between family closeness and naming indicated that there was no significant relationship between closeness to the family of origin and naming for family members. However, closeness to the family of procreation was found to be inversely related to naming for relatives. Both of the religiosity items --level of church activity and frequency of church attendance for both husbands and wives--were found to be inversely related to naming children for relatives. Further data analyses revealed that child gender was the factor that contributed most heavily to whether or not children were named for relatives .

Research question:  “How does the IHRM of multinational enterprises (MNEs) adapt their recruitment processes during crises?” Purpose: To explore the adaptation and changes in the recruitment process of IHRM during a crisis. Method: The research method is a qualitative case study, and the data is collected through semi-structured interviews and secondary data.  Conclusion: This study shows that IHRM in multinational enterprises use e-recruitment as a tool and method to adapt the recruitment practices during a crisis. However, the finding of this study indicates that the best outcome of recruitment is achieved by adapting and incorporating both e-recruitment and traditional recruitment.

京都大学 / 0048 / 新制・課程博士 / 博士(農学) / 甲第19045号 / 農博第2123号 / 新制||農||1032(附属図書館) / 学位論文||H27||N4927(農学部図書室) / 31996 / 京都大学大学院農学研究科地域環境科学専攻 / (主査)教授 縄田 栄治, 教授 舟川 晋也, 准教授 赤松 美紀 / 学位規則第4条第1項該当 / Doctor of Agricultural Science / Kyoto University / DFAM

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Background: Globalization and remote work following COVID-19 have boosted the tourism profiles of lifestyle travelers. Especially digital nomads, individuals that work remotely while traveling. These arising tourists contrast with the mass tourism industry, in the sense that digital nomads stay longer and may engage with local culture. However, digital nomads have shown mass tourism behaviors, causing negative effects on destinations. Purpose: Digital nomadism has an impact on destinations, either positive or negative. In the case of negative effects, alienation and gentrification often occur within the destination. The literature neglects to elaborate on the negative effects of digital nomadism and, most importantly, ignores to provide solutions to mitigate them. Therefore, the aim of this study is to identify practices that build bridges between digital nomads and destinations and mitigate alienation and gentrification. Finally, it is expected to help all stakeholders involved to make the movement more sustainable. Method: To gather insights on practices in destinations, we follow the qualitative approach of ethnography, which allows us as researchers to immerse ourselves in the destinations and deeply understand stakeholders' practices and strengthen our findings with our own experiences. In the form of a multiple case study, we decided to travel to different destinations in Malaysia and Colombia to collect insights on the ground. There, we followed a triangulation of evidence and collected data by experiencing ourselves as digital nomads, conducting interviews, and recording vlogs. iConclusion: To mitigate the negative effects of digital nomads, bundled practices can be undertaken. Regularly those practices are based on interaction among stakeholders, where locals, related businesses, and digital nomads collaborate, network, exchange knowledge and help digital nomads to integrate. Activities based on action are mainly undertaken for onboarding support, especially from the business side that provides services for digital nomads to adapt. Comparing Colombia and Malaysia, we found that these bundled practices help digital nomads and destinations to connect, mitigating gentrification and alienation.

The purpose of this thesis is to assess the mortuary program at Morton Shell Mound (16IB3) using osteological and spatial analyses. Because of the fragmented and commingled nature of the remains, the analysis of mortuary practices includes quantitative assessment of the elements, examination of bone fracture patterns, and distributional analyses of the fragments. The collection includes 15,714 fragments with a total of 93 individuals represented. The elements exhibit primarily late-stage postmortem fractures, and are randomly distributed throughout the mound. These data indicate a complex mortuary program that that may have been used for longer than 900 years. Morton has the variability of burial styles, few grave offerings, and communal burials characteristic of Middle and Late Woodland mortuary practices. The compatibility of the methods used, and their applicability to fragmented remains, makes them advantageous tools in the quantification of commingled collections both in bioarchaeological and modern forensic investigations.