Comics (plural in form but used with a singular verb as defined by Scott McCloud, Understanding Comics: The Invisible Art, HarperPerennial) provides a fresh perspective on the interaction of culture and language and spans from simple one-frame comics to graphic novels. Speech in comics is fully interpretable only in relation to the other elements; therefore a transcription system that includes them all is necessary. I have developed a unique transcription method which incorporates all the salient aspects of comic art revealing the linguistic codes embedded within. I show that transcription techniques, while primarily focused on speech, can also be applied to other forms of communication. Gestures and their corresponding ingesticulary acts are communicative and therefore crucial to our understanding of language and culture interaction within comic art. Charles Schultzs Peanuts is a relatively simple form of comics which makes it easier to focus on the linguistic information within the comic strip. Establishing the communicative information necessary to decode this relatively stripped-down comic strip will provide the framework necessary for all other forms of comics. In order to transcribe any form of comic art, one must include six keys elements: 1) the Prose, 2) the Gesture, 3) the Ingesticulary Act, 4) the Action, 5) the Perspective, 6) and the Environment. The interaction of these six elements creates the scaffold which supports the communicative mechanisms used in comic arts. My work yields a new understanding of the importance of language and culture interaction expanding the definition of communication to include written and visual elements of comics. Using my innovative transcription technique allows for further systematic decoding of linguistic elements within all kinds of comics and visual art.

The purpose of the study is to examine Korean parents attitudes, motivations, and home literacy practices toward their childrens participation in bilingualism in Korean and English in Korea. The success of foreign language learning is influenced by positive attitudes and the level of motivation regarding the target language. Language learners attitudes and motivations toward a target language are closely related to their development of language proficiency, and children are often strongly influenced by their parents. The present study was conducted by the survey that was comprised of four-part Likert-type statements. The participants consisted of parents who have children enrolled in the elementary school located in the center of Korea. Parents of 218 responded to the survey questionnaires on December 2011. For the research questions, a two-way analysis of variance was applied based on the parents demographic information, and a multiple regression in the methods was used to examine the correlations among attitudes, motivations, and home literacy practices. The results of this research indicate that most participants had highly favorable attitudes toward bilingualism based on the scores according to both holistic view and fragmented view. Although there was slightly a difference between the two views, the parents attitudes toward the holistic view of bilingualism were more favorable than those toward the fragmented view. Also, the parents showed favorable responses to all five motivations toward bilingualism. While the scores for the integrative motivation were the highest, on the other hand, those for the attributions about past failure were the lowest. In terms of home literacy practices, the parents responses were positive for all the practices. The formal practices were the preferred activity for childrens bilingualism, whereas the favorableness to CALL practices was the lowest. Attitudes and motivations can influence each other without a hierarchy. The parents attitudes, motivations, and home literacy practices toward bilingualism were measured based on the demographic information such as gender, age, socio-economic status, etc, resulting in a variety of significant findings. Also, attitudes and motivations allow us to predict the favorableness of home literacy practices. The present study proposes some recommendations to policy makers and concludes with several suggestions for further research.

Given the nature of the current political, social, and economic climates in the United States with home foreclosures, jobless rates, and high-school dropout rates hovering around record numbers, those who are indigenous to the plight of the people must play a role in securing policies and actions that will support better opportunities for better living. The faith community, especially the Black Church, can play a role by engaging in the development and maintenance of social policy and a responsibility to engage in social action that will energize and empower people in order to improve the quality of living. While there has been much time and effort dedicated to connecting the Black Church with social action, there is not a particularly large body of work encouraging the engagement of the Black Church in social policy. In order to address the need to have a relevant and substantial voice that will direct policies that will eradicate problems rather than always addressing consequences; the Black Church must allow the space for critical, analytical, and strategic treatment of the issues.

Field trials of photocatalytic pavements were recently initiated and are presently being considered by many states (e.g., Virginia, Texas, New York, and Missouri). Results from this study originate from the countrys first air-purifying asphalt and concrete photocatalytic pavements, constructed on Dec. 20, 2010. The test area is a pavement site located on the LSU campus. The objective of the study is to validate field photocatalytic degradation of NOx in a field environment by measuring the day to day accumulation of the oxidized byproduct; nitrate salts. The mass of nitrates, produced by the real life photocatalytic pavement, were measured. The measurement was then correlated to the same mass of nitrates as recovered from laboratory samples with recorded NOx reductions in accordance to the Japanese Industrial Standards. This paper presents a nitrate sampling procedure, to be administered in the field, without the need for core sampling. Based on the results of the experimental program, the proposed method, quantify photocatalytic efficiency through nitrate measurements, was successful. There is evidence that photocatalytic degradation of nitrogen oxide was occurring in the treated section when compared to the control. The photocatalytic process was highly active during the first four days, followed by a decrease in the degradation rate of NOx. The decreased degradation activity might be caused by a continuous decrease in ambient NOx levels that occurred during the collection. Full regeneration of photocatalytic activity occurs in the field through a self-cleaning process during a rain event. Six months of traffic and in-service operating conditions proved to have negligible effects on the durability of the photocatalytic coating, when comparing the mass of nitrates recovered to just after installation. In addition, there was a good agreement between NO removal efficiency measured in the field after one day of nitrate accumulation with the laboratory experiment at the same level of relative humidity.

This dissertation is a study of three short story cycles which are representative of the genre in the Americas: Miguel Street (1959) by V.S. Naipaul, Los Funerales de Mama Grande (1962) by Gabriel Garcia Marquez and Bloodline (1968) by Ernest Gaines. I analyze each of these cycles in depth concentrating on the structure, the order of the stories, and unifying elements such as characters, themes, internal symbolism, place, language and events, in order to demonstrate that these short story collections are indeed short story cycles. I examine these cycles in light of the two themes or factors out of which the modern cycle originates: desire for selfhood versus desire for community and desire for change versus desire to remain the same or even to go back. I believe that the modern short story cycle relates in some ways the dynamic duality of a desire or acceptation of individuality, selfhood, independence, versus the desire for a lost, denied, ideal (utopia) community. The cycle and more specifically the cycles from the South, Hispanic America and the Caribbean reflect the need for individuals to assert their selfhoods but also the need to challenge an imposed mass identity in order to form a new collective identity based on revived and revised inherited myths. The concept of change, evolution, transition in the community, is maybe not inherent to all short story cycles; however, I believe it is a key factor in cycles of the American South, Latin America and the Caribbean. These three regions have many common traits not only in literature, but also in their history, and especially in a reforging of their own national/regional identity. All three cycles focus on a transitional period in the history of their nation which is derived from the postcolonial experience.

Reducing heating and cooling systems loads in buildings is a cost effective way to decrease energy consumption in residential houses. This reduction can be achieved in many ways including proper insulation of the building envelope. In recent years, considerable attention was given to the use of radiant reflective insulating barriers. Over the past years, reflective barrier insulation companies nationwide have experienced significant growth resulting in an industry average growth rate of 26.8%. This significant growth is expected to continue as a result of increased cooling demands and pressure from the energy sector and the economy. Growth is also predicted to be prevalent amongst the southern regions of the United States in efforts to reduce high cooling energy costs, which are expected to prevail. This significant growth has not been felt by the radiant barrier industry in Louisiana. This is mainly due to the lack of knowledge and amount of research available in quantifying radiant barriers thermal effectiveness for hot and humid climatic conditions widely encountered in the State. In order to improve the competitiveness of the reflective insulation industry, the primary goal of this research is to develop a simple estimating tool that may be used by homeowners, state agencies, and contractors to assess the effectiveness and economic benefits of radiant barrier insulation systems under the climatic conditions encountered in United States. Current research achieved this objective by adopting a multi‐dimensional research approach that developed this estimating tool over three main phases and then combined results of these phases to provide an overall assessment tool for this technology. In the first phase, the energy saving benefits of radiant barrier was quantified experimentally for the climatic conditions and construction practices prevalent in United States. A transient heat transfer finite element (FE) model was developed to predict the ceiling heat gain or loss through the attic space in residential buildings and to accurately estimate savings in cooling and heating loads produced by the radiant barrier application. Validity of the models was established by comparing their prediction with experimental data. In the second phase, economic effectiveness of radiant barrier technology was evaluated. In the third phase, development of the estimating tool and dissemination of the results was achieved. Results showed that radiant barrier can reduce heat flux transferred from roof to the condition space significantly.

My dissertation, under the direction of Dr Pius Ngandu Nkashama explores the spread of African rhetorical tropes in the Atlantic world. Building on Henry Louis Gates theory of Signifying, I use the West African God of fate Èsù and the West African cultural figure of the griot as cultural referents for the persistence of African tropes in the New World and their subsequent dissemination throughout the Atlantic world. Analyzing those two West African referents and their connections to New World cultures such as Afro-Brazilian capoeira angola, hip hop and African-American poetry, I attempt to demonstrate the centrality of the trope of Signifying in the Black Atlantic world through the analysis of related concepts and through close textual analysis. Strategic dissimulation, deception and double-entendre appear as fundamental strategic rhetorical tricks that are shared both by African and Afro-Diasporic populations. I present those rhetorical tricks as both part of an African cultural continuum and an incorporation and response to oppression and exploitation of African people worldwide. In the diverse forms I analyze, I am more specifically interested in the contact between orality and the culture of writing, in black intertextuality, in the circulation of Signifying in the Atlantic world, as well as the historical dimension of this trope in particular as it relates to myth formation. The introduction to this work explores the imperialist framework which has determined relations between Western nations and Africa for at least four hundred years, up until the present period. The in depth analysis of the mechanisms of imperialism and colonialism in the work of authors such as Edward Said, Albert Memmi and Frantz Fanon constitutes the back bone of this introduction. The first chapter focuses on the West African figures of Èsù and the griot as cultural referents for the New World. I describe the place these figures occupy in their respective societies and isolate common features such as mediation, ambiguity, liminality as basis for the rest of my analysis. The second chapter is focused on the New World human manifestations of the West African principles described in chapter one. I describe first the Afro-Brazilian martial art of capoeira angola, then focus on the African American verse tradition and finally describe hip hop culture, and rap in particular. The capoeirista, the African American poet and the rapper all appear as New World embodiment of the West African griot. The third and final chapter is dedicated to the analysis of poems and songs from our New World cultural forms. I focus more specifically on Henry Louis Gates concept of Signifying, in particular in the tension between orality and the culture of writing present within this trope. I also look at black intertextuality through Signifying revisions. Finally, I focus my analysis on myth formation in those different forms.

This project analyzes representations and self-representations of Mestizas living in areas of the Deep South that lack a significant Latino presence. Incorporating a range of media, I take a comparative approach to Southern cultural narratives and propose a re-reading of these works through an examination of identity formation and cultural negotiation. By centering the Southern Mestiza, this dissertation advances concepts of intersectionality to address the role of region, as well as race and gender, in the representation and experiences of women often overlooked in Southern and U.S. Latino studies. The Introductory chapter summarizes the theoretical framework for the study, including feminist and postcolonial theories, Southern and Latina/o literary theories, and concepts of mestizaje and tropicalization that are vital to critical understandings of hybrid identities within U.S. cultural narratives. Chapter One is a comparative analysis of Kate Chopins The Awakening and Margaret A. Grahams Mercy Me. These novels explicate the processes of cultural negotiation for white Southern women defining themselves against Mestiza characters. Chapter Two analyzes constructions of Mestizas in Southern-set drama, film, and television and compares the various strategies of identity formation for white female protagonists in literature and popular culture. Chapter Three explores the role of the Mestiza in Cynthia Shearers transnational and multicultural South. The Celestial Jukebox provides a realistic view of the contemporary South and also critiques the marginalization of Mestizas in hegemonic cultural narratives. Chapter Four analyzes the revolutionary writings of two Southern Mestizas authors who are reclaiming a presence in the South: Lorraine López and Judith Ortiz Cofer. These authors model forms of cultural negotiation in writings that require readers to actively engage in the transformative process. The Conclusion articulates the process of interconnected cultural encounters demonstrated in the primary texts, and concludes by incorporating theories that embrace multiculturalism through personal consciousness-raising and a commitment to de-hierarchized communities.

Educational looping is an educational method where teachers remain with the same core group of students over multiple academic years. The current research on this topic shows a strong positive correlation between the effects of looping and the growth of personal relationships between students and teachers, but neglects to examine the connection between looping and student educational growth. This paper explores the relationship between looping and academic gains, as well as between looping and retention of content material over time. This paper explores both the relationship between looping and academic gains and between looping and retention of content material, and attempts to explain the relationship between looping and student performance on state assessments. Additionally, the research also examines whether students who looped with one teacher throughout their middle school years retain more content knowledge than students who had different teachers during middle school. The focus on middle school is important to the academic community because most research on looping has focused on younger students. In order to compare the quantitative effects of looping, this study compared student performance on the Louisiana state assessments at the end of each school year in 2009, 2010, and 2011. By analyzing two groups of students in Louisiana, one that looped with the same science teacher for three years, and one that had three different science teachers, we can determine that based on the state test scores, the two student populations were significantly similar at the end of the first year, significantly different at the end of the second year, and significantly similar at the end of the third year. In addition to the results from the state tests, the students were also given a retention assessment in August 2011 and May 2012 to see if students who looped retained more information than students who did not loop. Results from these assessments showed that looping did not cause a positive change in student retention of content knowledge. By breaking down the groups into different categories, a few small positive trends were found, but overall, the study was thwarted by a number of complicating systematic factors. Subsequently, a positive trend is seen in favor of looping after the first two years of the study, yet after the third year, an overwhelming amount of external factors prevented this trend from continuing.

ABSTRACT The purpose of this research was to supplement and reorganize the existing Unit 7: Measurement of the East Baton Rouge Parish School System Comprehensive Curriculum (EBRCC) to improve student performance. To restructure the unit, I analyzed the Measurement Standards outlined in both the Common Core Standards and the National Council of Teachers of Mathematics. I also studied the existing structure of the unit to reorganize the topics in a manner that is more succinct and effective in promoting student learning. In addition to reorganizing the unit, I also implemented my own supplements over the three week period. To determine if the supplements I introduced and the changes I made were effective, I gathered and reviewed student data, including performance on a benchmark assessment, student responses to open-ended questions about the subject matter, and pre- and post- assessments involving student scripts on the key ideas the unit. The analysis of the pre- and post-assessments demonstrate that there were considerable advantages to the changes I made. Students scores showed an overall average learning gain of 111.5% on the post-assessment. Seventy percent of my students scored proficient or above on the Edusoft Benchmark assessment, which is 23% higher than that of the students that I taught last year. This was also approximately 38% higher than the percent of students scoring proficient or above in other Algebra I classes at my school this year.