Social and Behavioral Sciences Commons^™

Some Features Of Participant Reference In Xochapa Mixtec, Laura J. Cline

Theses and Dissertations

Many works have been published about the grammar and phonology of Mixtecan languages, but relatively little has been written about the discourse features of these languages. One of these areas of discourse where relatively little research has been done is that of participant reference.

This thesis explores the features of participant reference in one Mixtec language, Xochapa Mixtec, by examining the use of nouns, pronouns, and deictic phrases in eight Xochapa Mixtec texts. The texts used in this research were transcribed from audio recordings and then analyzed with respect to the participant reference forms they employed. The thesis begins with …

Reference Tracking In Ethiopian Sign Language, Katelin Jo French

Theses and Dissertations

Very little has been written about Ethiopian Sign Language, but the language has obvious differences from more well-studied signed languages. This thesis focuses on striking differences in reference tracking: looking at all the different referring types—lexical items, points, eye gaze, body shift, agreement, and zero reference—and their distribution throughout narrative texts. Through this process, Ethiopian Sign Language has proved different from expectations based on previously studied signed languages. This language uses loci with much more flexibility, depending on role shift alone to strongly establish loci for entities. Another way this language differs from other languages is its lack of entity …

Summer Therapeutic Program For Children, Randi Losalu

Social Work Independent Study Projects (ISP)

Children who struggle during the school year will continue to do so through the summer months. As such, it is important to have therapeutic opportunities and programming available for those children. Addressing the therapeutic needs of children with serious emotional disturbances and/or social deficits can take many forms. Adventure therapy and experiential activities are supported by a variety of theoretical perspectives including Experiential Learning Theory, Systems Theory, Existential Theory, Behavioral/Cognitive Behavioral Theory, and Psychodynamic Theory. Through the use of adventure type activities, participants are able to address and reach therapeutic goals in a different manner than the traditional office setting. …

A Phonology Of Hill (Kone-Tu) Asho, Daniel Tignor

Theses and Dissertations

Asho (ISO 639-3: csh) is a Tibeto-Burman language in the Southern Chin branch of Kuki-Chin. It is spoken by about 170,000 people, primarily in western and west-central Myanmar (Simons & Fennig 2018). Although Asho received some early attention in the studies of Tibeto-Burman languages (Houghton 1892; Joorman 1906), it has remained mostly unstudied for the past century. Current data confirm the traditional distinction of two basic dialects of Asho (Hill and Plains), and this paper focuses on the Hill or "Kone-tu" dialect. The Hill dialect has 26 consonants (compared to 29 in the Plains dialect), and both dialects have 14 …

The Impact Of Translation On Constructed Action And Constructed Dialogue In Asl Texts, Beth C. Gray

Theses and Dissertations

Depiction, a phenomenon similar to iconicity, involves representing what something "looks like or is like" (Streeck 2008:289). Because depiction is used more heavily in sign languages than spoken languages (Dudis 2007), people interpreting or translating spoken/written texts into signed languages struggle to use depiction naturally (Thumann 2011). This thesis analyzes constructed action (CA) and constructed dialogue (CD), two types of depiction in which the signer's hands represent those of a discourse participant. Using Tannen (1989) & Metzger's (1995) framework of non-directly-quoted CACD and Quinto-Pozos & Mehta's (2010) degrees of CA, I examine differences between narratives originally composed in ASL and …

Yes Means Yes But Does It Work?: An Empirical Investigation On The Performance Of Affirmative Consent Policies On Heterosexual Sexual Assault Scenarios, Kathryn Labore

Theses and Dissertations

Affirmative consent seeks to clarify when sexual assault occurs by framing consent in terms of agreement through positive verbal and non-verbal communication (Little, 2005). Affirmative consent can theoretically account for college students’ limited ability to identify sexual assault outside stereotypical rape scenarios (i.e. stranger rape) (Hammock & Richardson, 1997), thereby decreasing a common barrier to reporting confusion (Brubaker, 2009; McMahone, 2008). Fifteen states are currently considering passing a statewide mandate requiring affirmative consent (the affirmative consent project, 2015); however, universities lack agreement on whether or not affirmative consent should be required to include either verbal or behavioral affirmations, or both …

Modest Dress As Literacy Practice In English-Speaking Conservative Mennonite Groups, Megan Lois Mong

Theses and Dissertations

English-speaking conservative Mennonites exercise a distinct set of dress practices that are not often understood by people outside the community. Advances in New Literacy Studies pave the way to understand their dress practices as a type of literacy. Multiple literacies work together to inform conservative Mennonite dress practices. One of these literacies is the reading and writing of religious texts. A second literacy is a form of heritage literacy where clothing functions as a multimodal text. Conservative Mennonites use their clothing to codify their Christian identity, gender roles and church affiliation. They intend their clothing to represent who they are …

The Effect Of Dose Frequency On Treatment Efficacy For Children With Speech Sound Disorders, Kristen Marie Giesbrecht

Theses and Dissertations

Speech-language pathologists (SLPs) are urged to make evidence-based treatment decisions, but it is challenging to determine the appropriate intervention intensity for children with speech sound disorders (SSD) due to limited published information. This study is a single subject, multiple baseline design that compares the phonological changes of four preschool children (4;0 to 4;9) who received therapy either twice a week or four times a week for a total of twenty, 50-minute sessions. Each child’s production accuracy of treated sounds and overall percent consonants correct (PCC) values were used to qualitatively and quantitatively measure generalization via raw scores, d scores, and …