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.

More information is available at Theses and Dissertations at University of Maryland Libraries.

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2007 - 200912010 - 20191

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    Examining the Food-Insecurity Obesity Paradox among Latino Immigrants
    (2019) Amador, Maria Aileen; Garza, Mary A; King-Marshall, Evelyn C; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    Obesity is linked to chronic illnesses such as type 2 diabetes, cardiovascular disease, and some cancers (breast, kidney, and liver). Food insecurity refers to lack of access to nutritious and safe food. Latinos are a rapidly growing population in the US with higher levels of food insecurity than the national average, and higher obesity rates than non-Latino white adults. The “food insecurity-obesity” is a paradoxical relationship seen in rising obesity and correspondingly high food insecurity rates. We examined demographic factors, acculturation, stress, dietary habits, and food access among Latina immigrants to understand this paradox. This sub-analysis (n=128) found that education level (p=0.03) and marital status (p=0.08) were significantly and marginally significantly associated with food security level. Additionally, this analysis helped to better describe a population that lacks research. A better understanding of the “food insecurity-obesity” paradox and related factors will inform future culturally-tailored interventions to address obesity among Latina immigrants.
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    Dwelling in a Pedagogy of In-Between: A Phenomenological Study of Teachers of Writing
    (2007-04-29) De La Ysla, Linda S; Hultgren, Francine; Education Policy, and Leadership; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)
    This phenomenological study explores "in-between" as a pedagogic site in the teaching of writing at two large public universities. The writings of Ted Aoki, Edward Casey, Elizabeth Ellsworth, Hans Georg Gadamer, Martin Heidegger, and Max van Manen orient the study philosophically and methodologically. The notion of in-between is grounded in the author's life experiences, and is metaphorically suggested by her knowledge of scuba diving. Six teachers of writing, who are also writers, are engaged in individual and group conversations to bring forward the lived dimensions of their pedagogy as teachers of writing. The rendering of audio taped conversations suggests themes of a paradoxical nature that might yield insights into the teaching of writing: knowing and not knowing whether one's teaching makes a difference for student writers; comfortable to be uncomfortable as it relates to the creation of a classroom atmosphere where writers are willing to take risks; as teachers, taking attendance and being in attendance of student rosters, both seen and unseen; process under pressure as a pedagogical dimension where writing detours and bewilderment coexist with personal and institutional resistance; the sustenance of response, including a revisioning of judgment and the virtue of failing together; successful risk and other blessings for writing teachers who are at once avenging angels and sympathetic souls; and the pleasures of paradox: dwelling in the I-You relationship, nurturing the presence of the absence, and loving one's work in all its imbalances. Dwelling in the tensions suggested by these themes has the possibility of moving teachers of writing toward acceptance and exploration of their pedagogic identity. Furthermore, writing teachers who articulate and value the centering power of both/and are more attuned to coach students in becoming stronger, and more courageous, writers. A pedagogy of "equilibrium in motion" has the potential to re-vision teacher preparation--as well as curriculum in university writing classrooms.