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Previous research has shown that infants can discriminate both native and non-native speech contrasts before the age of 10-12 months. After this age, infants' phoneme discrimination starts resembling adults', as they are able to discriminate native contrasts, but lose their sensitivity to non-native ones. However, the majority of these studies have been carried out in a testing context, which is dissimilar to the natural language-learning context experienced by infants. This study was designed to see the influence of speaker-gender and visual speech information on the ability of 11 month-old infants to discriminate the non-native contrasts. Previous research in our laboratory revealed that 11 month-old infants were able to discriminate retroflex and dental Hindi contrasts when the speech was infant-directed, the speaker was a female and visual speech information was available (i.e., infant watched digital movies of female speakers). A follow-up study showed that with an adult-directed male voice and absence of visual speech information, 11 month-old infants did not discriminate the same non-native contrasts. Hence the aim of the present study was to address the questions posed by these two studies. Does the gender of the speaker matter alone? Also, to what extent is the visual speech information helpful for the discriminatory abilities of the infants? Would the manner of speech help infants discriminate the non-native contrasts? The result of the current study show that 11 month-old infants were unable to discriminate between the phonemic Hindi contrasts. Hence gender seems to matter as the presence of male face and voice did not seem to aid discrimination. / Master of Science

Recent studies indicate that Americans have grown increasingly divided and polarized in recent years cite{boxell2022cross}, cite{hawdon2020social}. This research aims to describe and measure polarization trends across a historical archive of US-based, primarily regional, newspapers. The newspapers chosen are from various US markets to capture any regional differences in the discussion of issues/topics. Our modeling approach employs the Structural Topic Model (STM) to identify topics within a given corpus and measure the tonal differences of articles discussing the same topic. Specifically, we use the STM to infer potentially related articles and a sentiment analyzer called VADER to identify topics with a high level of semantic disparity. Using this method, we assess the polarization of developing and evolving topics, such as sports, politics, and entertainment, and compare how polarization between and within these topics has changed over time. Through this, we create topic-specific sentiment distributions, referred to as polarization distributions. We conclude by demonstrating the usefulness of these distributions in identifying polarization and showing how high polarization aligns with significant social events. / Doctor of Philosophy / Most Americans have a sense that their nation is becoming more socially polarized. Numerous studies and anecdotal evidence supports this. Our aim with this work is develop a method to quantify polarization in text media and apply this method to news articles published in local and national newspapers. Using a statistical model we are able to group articles based on a common shared topic. We then analyze the sentiment of each article and evaluate how sentiments for a particular topic change over time. We then compare newspapers based on location, political endorsements, and ownership groups.

This basic qualitative study explored the lived experiences of fifteen millennial school principals, with 1-5 years in the role. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. The following questions guided this study: 1) What prompts the millennial leader to pursue and accept the school principal position? 2) What motivates the millennial school leader to remain in the principalship? 3) What are the factors or conditions that would motivate a millennial school leader to leave the principalship? Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work. / Doctor of Education / This study explored the lived experiences of fifteen millennial school principals with 1-5 years in the role, in rural and suburban schools in Virginia. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work.

This basic qualitative study explored the lived experiences of fifteen millennial school principals, with 1-5 years in the role. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. The following questions guided this study: 1) What prompts the millennial leader to pursue and accept the school principal position? 2) What motivates the millennial school leader to remain in the principalship? 3) What are the factors or conditions that would motivate a millennial school leader to leave the principalship? Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work. / Doctor of Education / This study explored the lived experiences of fifteen millennial school principals with 1-5 years in the role, in rural and suburban schools in Virginia. The purpose of this basic qualitative study was to identify what prompts some aspiring millennial leaders to pursue and accept the role of school leadership, what motivates them to remain in that role, and what conditions might prompt them to leave the principalship. Findings that came out of this research include: 1) Millennial principals bring a strong work ethic that influences them to pursue the role, motivates them to remain, but could be a condition for them to leave. 2) Millennial principals' interest in seeking life balance influences them to pursue the role but could be a leading condition to motivate them to leave. 3) Millennial principals value relationships and feedback to encourage their pursuit, engagement, and longevity in the role. 4) Millennial principals are driven by intrinsic motivation to contribute that influences them to pursue the role, motivates them to remain, and could be a condition for them to leave. 5) Millennial principals pursue the role and remain engaged with their school community with high levels of commitment and dedication. 6) Millennial principals are self-aware and pursue roles that are a good fit for their strengths. 7) Millennial principals work collaboratively with their stakeholders to remain in the role. 8) Millennial principals lead with passion for teaching and learning which keeps them engaged in their work.

"May 2002." Bibliography: leaves 123-144. Aspects of the control of ventilation and an upper airway dilator muscle (genioglossus) are compared between healthy men and women, in an attempt to identify a gender difference that may contribute to the high male prevalence of sleep apnea.

The purpose of this study is to analyze the sources of occupational segregation between men and women. Specifically, three hypotheses are tested. First, do stiff specific training requirements for an occupation increase the likelihood that it is male-dominated, as would be expected from human capital theory? Second, do differences in perceived natural ability between the sexes heavily influence the possibility of an occupation being male- or female-dominated? Finally, do differences in preferences for job attributes between men and women influence the chance of whether an occupation will be male- or female-dominated? The data used in this study cover 495 occupations from 1979 in which on-the-job worker requirements are provided describing workers' level and type of education, natural ability, on-the-job environmental conditions, and physical demands. Occupations are divided into three categories: female-dominated, male-dominated, or neutral. The empirical model uses a multinomial approach to estimate the log of the odds that an occupation is male-dominated relative to being neutral and the log of the odds that an occupation is female-dominated relative to being neutral. The results of this study imply that sizable specific training requirements for an occupation increase the likelihood that it is male-dominated and higher levels of general education requirements increase the possibility that an occupation is female-dominated. There is evidence to support the hypothesis that differences between the sexes' perceived abilities contribute to occupational segregation. Most on-the-job environmental conditions and physical demands do not affect the likelihood that an occupation is male- or female-dominated in contrast to the traditional claim that women prefer more desirable working conditions than men. / Graduation date: 1994

Thesis (M.A.)--University of North Carolina at Wilmington, 2004. / Includes bibliographical references (leaves : [109]-111).

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