archives@tulane.edu / Multicultural psychologists have discussed the growing concern over ecological validity in understanding children’s mental health: insufficient participatory efforts to incorporate marginalized perspectives have led to a subsequent lack of inclusive, culturally sensitive definitions of support and support systems. The phenomenology around experiences, beliefs and perceptions is an integral component in describing support and support systems, where the composition and content of support systems depend on context and culture. Using archival qualitative research data from focus groups and ecomaps conducted with elementary school-aged children across 9 of the 14 international sites in the Promoting Psychological Well¬-Being Globally (PPWBG) project (Nastasi & Borja, 2016), the present research used children’s voices in identifying contextually-relevant sources of support, as well as patterns across 9 of the 14 sites. The present research was a part of a multi-method study, serving as a secondary analysis to triangulate (across two methods) previously analyzed data elicited from the focus groups (Borja et al., 2016) and ecomap tool (Borja et al., 2017). The goal of triangulation was to examine for consistent themes related to support and enhance the credibility of the combined tools’ ability to elicit data around support. The triangulation yielded 33 codes related to systems of support for psychological well-being¬. A thematic analysis condensed the codes into 5 broad themes: Financial/Material Support, Emotional Support, Social Support, Recreational Activities and Academic Support. These themes were salient across the nine sites. Ultimately, the five themes were either identified as being possibly global or context-specific, which may be useful in future research to inform practice and instrument development. / 1 / Sydney A. Wing

This study has examined the present condition of 16 high school newspapers known as the Downriver high school press by comparing it to the findings of the Commission Of Inquiry Into High School Journalism, as well as comparing the recommendations made by the Commission to the present status of the high school press in the Downriver Detroit, Michigan area. The Commission’s findings were published in a book titled Captive voices.

Thesis (M.M.)--University of North Texas, 2003. / Chamber piece in oratorio style; chorus (TTBB). Text from Daniel 9:4-19. Duration: ca. 30:00. Includes bibliographical references (p. 43-45).

Thesis (Ph. D.)--University of California, San Diego, 2003. / Vita. For 6 solo sopranos, women's chorus, string orchestra, percussion, harp, piano, and celesta. Accompanying tape includes recording of work.

This thesis employs the concept of 'voice' in order to explore the variety of dialogic relationships between men and women in seven Shakespeare plays. Here, 'voice' is defined as an ideological position held by a character and voices within a dialogical relationship test dominant social ideas. In doing so, the aim is to explore how employing a linguistic approach allows us to develop a more nuanced perspective towards women and female voices in Shakespeare. Taking the early modern tradition of an all-male-cast into consideration, this project acknowledges the tension between the idea of embodiment and voice; however, it argues that even though there is no biological female body of the Shakespearean stage, there is a female voice. Dialogism, of course, derives from the work of the Russian theorist Mikhail Bakhtin. These 'voices' are analysed in the context of a theoretical framework informed by his writings on the novel, which are also increasingly being used to make sense of drama in line with Bakhtin's own awareness of a nascent dialogism in Shakespearean drama. 'Polyphony', in particular, assumes a separation between the author's and the characters' points of view. Thus, this project considers Shakespeare's texts as dialogic and his plays as a dialogue of voices, in which the characters have the capacity to hold dialogical relationships where no voice holds more importance than any other. This is significant because these conflicting voices are what make the Shakespearean text different from those in which a single voice is heard - that of the author, for example. As this study talks about an oppressive authoritative/patriarchal language, a dialogic approach unlocks the languages of the others which it tries to marginalise and silence. The research reveals a complex relationship between space, time and voice. More precisely, the carnivalesque becomes visible in Shakespeare's use of innovative discursive devices, such as 'active parody', 'Menippean dialogue' and 'Socratic dialogue', which suggests a multi-toned and ambiguous female voice; a voice that has the capacity to covertly and overtly oppose and challenge social ideologies surrounding gender. The thesis offers new perspectives on the presentation of women and speech. Importantly, it offers a more sophisticated and complex Bakhtinian framework for looking at carnival in Shakespeare. Additionally, a linguistic model of analysis also develops current scholarly use of Bakhtin's concept of carnival. Rather than viewing carnival as simply a time-space of betwixt and between, this project looks at carnival in the context of language (the carnivalesque). More specifically, it reveals how Shakespeare's female figures find pockets of carnivalesque space in everyday existence through dialogue. Thus, suggesting that emancipation is not limited to an allocated time or space, rather, it can also be achieved through language.

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This qualitative study shared the voices of parents, students, and teachers and their perspectives on and experiences at community-based Chinese heritage schools (CHSs) in Southeast Texas. Their voices can be seen as critical inquiries that truly represent the phenomenon of after-school Chinese language education in the United States. With in-depth interviews and content analysis, this dissertation sought to provide greater understanding in: (a) creating a dialogue among the unique perspectives and voices of parents, students, and teachers; (b) documenting how teachers, first-generation parents, and second-generation students negotiate their own unique roles within the CHS system; (c) providing recommendations to school leaders, administrators, and teachers regarding particular methods of working with parents, to make students' heritage language (HL) learning more meaningful; and, (d) underscoring the contention that HL learning is a critical component of a functioning in pluralistic society.

The purpose of this thesis is to analyze my piece for orchestra and chorus, Apokalypsis, which was written in partial fulfillment of the requirements for the degree of Doctor of Music in Composition. An attempt will be made to present a complete analysis of the pitch and rhythmic structures, as well as important orchestration procedures, and to formulate a method of analyzing music that integrates elements of both "Function" and "non-functional" tonality.