Thesis (D. Min.)--Northern Baptist Theological Seminary, Lombard, Ill., 2001. / Abstract. Includes bibliographical references (leaves 117-120).

Thesis (D. Min.)--Northern Baptist Theological Seminary, Lombard, Ill., 2001. / Abstract. Includes bibliographical references (leaves 117-120).

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In September of 2017, Hurricane Irma and Hurricane Maria, both category 5 hurricanes, swept across the Caribbean, including the U.S. Territory island of Puerto Rico. These two storms, particularly Hurricane Maria, caused catastrophic damages from high winds and flooding to the island paradise. This research investigates the direct effects that Hurricane Maria had on the residential construction industry within Puerto Rico and evaluates how to better prioritize and manage these types of efforts in the future. This research was initiated to identify challenges and opportunities that have been encountered within the Puerto Rican construction industry during the first year of reconstruction, post-Hurricane Maria. Residential structures that were built using current building codes experienced minimal storm damage. Many of the damaged residential structures, on the other hand, were made up of informal construction, predominantly using light wood framing methods. Unfortunately, homes built using informal construction practices were not insured nor eligible for government rebuilding assistance. Therefore, these damaged structures will more than likely be rebuilt using informal building practices again. Other immediate challenges faced by the construction industry included finding skilled labor and creating access to resources. The results of this research can be used to help prioritize reconstruction efforts and provide best practices following other similar disasters that will inevitably occur in the future. This research is unique in that it specifically targets the construction industry's experience and ultimately the ability to increase the effectiveness of the critical role the construction industry plays in rebuilding efforts.

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Studies with diverse populations including Caucasians, African-Americans, Asians, and Latinos have contributed important information about factors that may contribute to childhood obesity. However, the studies on Latino children have not examined how specific child and parent factors may be related to physical activity (PA) or sedentary behaviors (SB). Research investigations into these correlates or possible determinants of PA and SB in Latino children have only included children from Mexican American backgrounds. This dissertation consists of two studies designed to address the gaps in knowledge about these factors and their interaction with PA and SB in a specific group of Latino children. Data were obtained by direct evaluation of 75 children and their parents living on the Island of Puerto Rico. Objective measures, via accelerometry, were used to asses PA and SB, and questionnaires were used to obtain parental perceptions and beliefs about PA and SB. Child’s body composition was measured and used as a fitness component, along with a motor proficiency battery. Study 1 examined the relation between children’s fitness levels and level of motor skills, parental beliefs and perceptions of health status and children’s PA and SB. Results showed that time spent in SB and moderate to vigorous intensity PA (MVPA) was associated with parents’ intentions of reducing TV time and their perception of their child’s body weight. Study 2 undertook a more specific analysis of the mechanism(s) of these associations, specifically attempting to understand the possible moderation effect of certain constructs on the association between predictors of PA and SB. Results indicated that the strength of age as a predictor of MVPA and SB levels of Latino children may be moderated by the parent’s perception of influence, which in itself may be influenced by the parent’s level of education. Parental perceptions and intentions are modifiable factors, which suggests that working with the family is an important area to explore in future interventions to reduce obesity risk in this population.

The purpose of this study was to explore, describe and examine how early childhood teachers utilize and integrate the arts (music, drama, and visual arts) in teaching children ages 3 to 5. It also examined the formal and informal arts education background of early childhood teachers, the relationship between teacher training and educational practice and the role it plays in teachers’ use of music, drama and visual arts in their curriculum. Data was collected through the use of the Arts Integration Questionnaire (AIQ) and by observations, Arts Integration observation Protocol (AIOP). A total of 91 early childhood teachers completed the questionnaire; it included background information as well as general aspects of teacher’s knowledge about the arts, an exploration of the use of the arts in their classrooms, and an exploration of arts integration with other academic subjects. From those participants, 20 teachers were randomly selected to participate in the observations. The results of the study indicated that the majority of teachers have received formal and informal training in music, followed closely by visual arts, and very little in drama. Overall teachers were found to use music more than visual arts and drama in their classrooms; more time is spend on musical activities than in any other form. Again teachers preferred music because they considered it to be more beneficial than drama and the visual arts. This study revealed an array of reasoning behind the arts use in the classroom including addressing different learning styles, students’ preference, and stimulating students’ creativity. There was no statistical significant difference between a teacher’s background training and experience and their use of music and drama into their early childhood classroom. In the case of visual arts there is a statistical significant difference meaning that teachers need training and experience to help them develop an understanding of the visual arts. And finally teachers do integrate the arts with other academic subjects with the purpose of developing skills, explore roles, and to asses learning and understanding of concepts. Recommendations for professional development, teacher education, and further research are discussed.

This dissertation focuses on the dynamics of gated communities with attention to the municipality of Guaynabo, Puerto Rico. Despite the growing numbers of gated communities worldwide, research on this matter remains scarce. I argue that a “gated community consensus” has emerged in Puerto Rico. The hypothesis is that in Guaynabo, the municipality facilitates the emergence of gated communities in order to change the face of the city and reap an economic windfall. Interviews demonstrate the municipality’s commitment to facilitating the construction of new communities and lending support to older communities. Most of these gated communities respond to high end income projects, thus altering the profile of Guaynabo’s residents. This has all led to the development of Guaynabo as a commodity, Guaynabo City, suitable to contractors, the municipality, and interested buyers. The gates confer prestige in the municipality.

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