The purpose of this paper was to examine understandings of uses of history in teachers’assignments. Inspired by grounded theory an analysis was made of teachers’ assignments anddifferent concepts, categories and propositions were found. The main finding concerningunderstandings of uses history was that it relied upon the consideration’s teachers had madeduring the process of creating assignments. This one-sidedness was the springboard forsuggestions made for future undertakings in didactical research pertaining to understandingsof uses of history.

<div>Korean phonology features a cross-linguistically rare tripartite contrast in its stop series between lax, tense, and aspirated segments. Extant evidence suggests this contrast is the result of a fifteenth-century phonological restructuring wherein tense segments, previously an allophone of lax sounds, achieved distinct phonemic status. However, the historical record suggests that almost immediately a pattern of lax segments ‘tensifying’ began, with words featuring lax onset sounds being realized increasingly with tense sounds until the novel pronunciation was universal. While the action of these shifts is sporadic throughout the lexicon, the resulting changes are unidirectional, with the domain of tense segments expanding at the cost of lax sounds. It has been posited in previous research that such sound changes may suggest a rebalancing of functional load across underutilized segments.</div><div>A similar phenomenon in contemporary Korean where speakers exhibit differing pronunciations of onset segments in a number of lexical items is analyzed herein, with the argument that it is best understood as the continuation of these historical processes. Far from an idiosyncratic speaker habit or dialectal quirk, these unexpected tense segments can be interpreted as surface evidence of phonological pressures active since late Middle Korean. The present study explored novel tensified onset pronunciations from a demographic standpoint, aiming to clarify which speaker populations have adopted new variant forms through two experiments. The first featured the elicitation of ‘tensification-prone’ items by native speakers in a production task, while the second used a combination of acceptability judgments of tensified items and attitudinal surveys regarding the use of novel tense pronunciations.</div><div>The results confirm that tensification is active in contemporary Korean, but that a decisive conclusion as to its demographic associations remains elusive. The acceptability judgment experiment suggests that younger speakers and self-affirmed dialect users are more likely to prefer tensified variants, while the production task revealed no significant relationship between these factors and actual pronunciation behavior. Finally, the findings are considered in context of deeper changes in Korean phonology whereby tense and lax segments are increasingly associated with word onset and medial/final position, respectively.</div><div><br></div>

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Because elementary teachers are viewed as subject-matter generalists who are not specialized in teaching history, this qualitative action research project explored my practice as I designed, implemented, and evaluated a unit that utilized effective history teaching practices. The study took place in my fourth-grade classroom which resides in the Intermountain West. The data was analyzed with Cochran-Smith and Lytle's (1999) three types of knowledge as a priori codes. Inductive processes were then used to find patterns and themes. The study found that designing this unit involved engaging in historical practices and using traditional lesson planning techniques. Further, implementing the study involved engaging in disciplinary literacies through questioning and responding to student needs during the unit. Finally, the evaluation of the unit involved reflecting on mistakes and making plans for future units. These findings added to the research that has been done on history teaching by showing how I used historical practices (such as visiting historical places, finding primary source documents, and engaging in collaboration) to gain more knowledge for practice. These findings also showed that I used my knowledge in practice to generate questions that helped my students to utilize the disciplinary literacies of history. Finally, this study showed that going through the action research cycle was a meaningful experience for me and helped me to generate more knowledge of practice. Thus, the recommendation is put forth that preservice teachers are taught how to engage in historical practices and how to utilize the action research cycle in their practice.

published_or_final_version / Comparative Literature / Doctoral / Doctor of Philosophy

published_or_final_version / abstract / Linguistics / Doctoral / Doctor of Philosophy

No description available.

No description available.

Abstract N’Awlins Po Boy draws heavily on the author’s memories and recollections of growing up in the New Orleans of the 1940s and 1950s, but it is a work of fiction. Although the settings and scenes are rendered as accurately as memory allows, the circumstances, situations and people are entirely fictional. During the immediate post-WWII decade, the city went through a rapid series of changes, some calm and nearly unnoticed, others turbulent and upsetting to the natural order that had prevailed for more than two centuries. This is an account of those changes as they might have been seen through the eyes of a pre-teen boy.

This thesis examines the place of information communications technology (ICT) as a form of power in International Relations (IR) theory. Through an examination of the dominant approaches to ICTs in IR I outline the need to introduce a concept of technological power which can account for agency and culture in the process of technological design and development. Turning towards the critical theory of technology of Andrew Feenberg, the thesis argues that conceptualizing technology as biased but ambivalent provides the space within which agency may be considered alongside the structuring characteristics of technology to provide a more theoretically balanced and analytically productive account of the politics of technology. Building upon this foundation, the thesis outlines ICTs as a form of institutional power in international politics, acting upon agents at a distance in both space and time. This form of power is enmeshed in, and supported by, structural power relations and the interrelated discursive and ideological forms of power which maintain these structures. I examine the utility of these concepts through an extending empirical illustration of the role of the Internet in American Foreign Policy. This analysis argues that the Internet, as a product of American technological development, expresses a bias towards liberal capitalist values which forces other states to either alter their social practices or enact costly filtering regimes. The open networks of the Internet thereby facilitate the pursuit of an Open Door foreign policy by the United States government. Accounting for the technologically embedded cultural norms of the Internet casts a different light upon the nature of power in international relations, and requires that we take the constitution of an global material culture into account in our theories of international relations.