UMD Theses and Dissertations
Permanent URI for this collectionhttp://hdl.handle.net/1903/3
New submissions to the thesis/dissertation collections are added automatically as they are received from the Graduate School. Currently, the Graduate School deposits all theses and dissertations from a given semester after the official graduation date. This means that there may be up to a 4 month delay in the appearance of a given thesis/dissertation in DRUM.
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Item CHASING THE SINGERS: THE TRANSITION OF LONG-SONG (URTYN DUU) IN POST-SOCIALIST MONGOLIA(2011) Yoon, Sunmin; Provine, Robert C.; Music; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Long-song (Urtyn duu) is a prominent Mongolian traditional folk song genre that survived throughout the socialist period (1921-1990) and throughout the political transformation of Mongolia from socialism to democratic capitalism after the Soviet Union was dismantled and terminated its aid to Mongolia in 1990. This dissertation, based on research conducted from 2006 to 2010, presents and investigates the traces of singers' stories and memories of their lives, songs, and singing, through the lens of the discourse on change and continuity in, and as, folk tradition. During the socialist period, this genre was first considered backward, and was then subtly transformed into an urban national style, with the formation of a boundary between professionalism and amateurism among long-song singers and with selective performance of certain songs and styles. This boundary was associated with politics and ideology and might be thought to have ended when the society entered its post-socialist period. However, the long-song genre continued to play a political role, with different kinds of political meaning one the one hand and only slight musical modification on the other. It was now used to present a more nostalgic and authentic new Mongolian identity in the post-socialist free market. Through my investigation, I argue that the historical transition of Mongolia encompassed not merely political or economic shifts, but also a deeper transformation that resulted in new cultural forms. Long-song provides a good case study of the complicated process of this cultural change.Item Can self-control change substantially over time?: Rethinking the nature and role of self-control in Gottfredson and Hirschi's general theory of crime(2011) Na, Chong Min; Paternoster, Raymond; Criminology and Criminal Justice; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The primary goal of this study is to verify if the changing level of structural and situational `sensitivity' to costs and benefits associated with deviant behaviors (e.g., Hirschi (2004) and Gottfredson (2006)'s redefined self-control, Tittle, Ward, and Grasmick's (2004) "desire to exercise self-control," Wikström and Treiber's (2007) "situationally-based" self-control) is associated with the changing level of more general `ability' to measure costs and benefits within individuals (e.g., Gottfredson and Hirschi's (1990) trait-like self-control, Tittle, Ward, and Grasmick's (2004) "capacity for self-control," Wikström and Treiber's (2007) "executive capability"). More importantly, to better disentangle the causal mechanisms underlying stability and change in offending behaviors over time, This study examines how low self-control as one of the constituent elements of offending propensity changes over time in the general population and across different study groups using both a hierarchical linear model (HLM) and a second-order latent growth model (LGM). Then, structural equation modeling (SEM) is employed to examine the on-going processes of cumulative advantage and disadvantage by more explicitly testing the bidirectional relationship of key theoretical constructs (e.g., self-control vs. social control/bond) over time. In contrast to the Gottfredson and Hirschi's prediction, this study found meaningful differences in the growth pattern of self-control among individuals in the population in general and especially across different study groups. Interestingly, the changing level of social control/bond triggered by experimental conditions accounted for the between-group difference observed. The same pattern persists when different analytic techniques and model specifications are applied to test the same research hypotheses, which suggests that the results are not an artifact of measurement error, model specification, or statistical methods. Most of all, this study was able to better disentangle the `long-term' relationship between self- and social control variables, which is found to be more dynamic and bidirectional than previously hypothesized.Item Factors Related to Changes in Infant Attachment Security: A Test of the Differential Susceptibility Hypothesis(2009) Stupica, Brandi Shawn; Cassidy, Jude; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A major tenet of attachment theory is that the stability of the caregiving environment drives the stability of infant attachment security. The research investigating the factors related to the stability and change of infant attachment is limited by its lack attention to infant characteristics related to attachment stability outcomes. The newly developed differential susceptibility hypothesis posits that temperamentally difficult children are more influenced by their caregiving environment. In the present study, I examine infant irritability as a moderator of the link between changes in maternal (a) depressive symptomatology, (b) life satisfaction, and (c) parenting self-efficacy on changes in infant attachment security between 12 and 18 months.Item An Examination of Science Teachers' Learning in a Laboratory-Based Professional Development Program(2008-04-22) Kiehl, Melissa Lynn; McGinnis, James R; Curriculum and Instruction; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Professional development generally refers to the collection of activities that systematically increase teachers' knowledge of academic subjects and advance teachers' understanding of instructional strategies. Given the complexity of the reform initiatives for science education in the United States of America as set forth by the American Association for the Advancement of Science (AAAS), and the National Science Education Standards (NRC, 1996), professional development might provide a bridge for aligning teacher practice with national standards (Loucks-Horsley, 1995). However, the current model of professional growth, focused largely on expanding a repertoire of skills, is not adequate (Little, 1993). Understanding teacher learning theory and utilizing research on pedagogical content knowledge (PCK) could be the differentiating factor for science teacher professional development; if utilized in design and evaluation, they may promote both knowing science in context and knowing how to tailor science learning to the needs of students (Shulman, 1987). The purpose of this study was to investigate how the Laboratory Science Teacher Professional Development Program (LSTPD), a three year professional development model that immerses teachers in learning science content through inquiry, impacts teachers' learning and classroom practice. It first aimed to analyze teacher learning and PCK; second, it examined their views on professional development; and third, whether they anticipate adapting their practice to include facets of their laboratory experience. Participants were teachers in their second or third year of participation in LSTPD. The study followed a qualitative case study design and made use of in-depth interviews and observations to examine teachers' knowledge, beliefs, and practice. The study drew on a constructivist framework. Findings demonstrated that teachers' understanding of content, inquiry, and science as a living enterprise were greatly increased, and that teachers generated goals for practice that echoed their new understandings. Further, teachers articulated how they connected LSTPD to their classrooms, fueling further discussion of the role of PCK in their experience. This study has greater implications for the design of sustained research-based professional development experiences in promoting learning in teachers, and inquiry techniques in classrooms.