Theses and Dissertations from UMD
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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 give thesis/dissertation in DRUM
More information is available at Theses and Dissertations at University of Maryland Libraries.
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Item COMPARISON OF ACRYLAMIDE EXPOSURE BIOMARKERS IN CHILDREN AND ADOLESCENTS USING NATIONAL HEALTH AND NUTRITION EXAMINATION SURVEY (NHANES) 2003-04 AND 2015-16(2024) Vallejo, Jessica Vasquez; Turner, Paul C; Kadry, Abdel; Maryland Institute for Applied Environmental Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Acrylamide (AA) is an important industrial chemical of occupational concern due to its neurotoxicity and probable carcinogenicity; it is also a tobacco burning product and thus contributes to health concerns in smokers. More recently it was discovered to be thermally generated in the cooking of starch-rich foods, creating a potentially wider public health concern. Children and adolescents are a particularly vulnerable group because they consume more acrylamide-rich foods compared to adults. In addition, they are still going through important developmental stages. This study examines AA and its metabolite glycidamide (GA) using hemoglobin adduct biomarkers (HbAA and HbGA respectively) from the U.S. children (6-11) and adolescents’ (12-19) National Health and Nutrition Examination Survey’s 2003-04 (n=2814) and the 2015-16 (n=697). The study investigated changes in exposure over time and examined the contribution of potential modifiers including smoking status, race/ethnicity, poverty-to-income ratio, sex, and age. All HbAA and HbGA are reported as pmoL adduct per gram Hb (pmol/G Hb).Overall, HbAA biomarkers significantly (p<0.0001) declined from 2003-04, GMs (95% CI) (57.9 [55.7, 60.1] pmol/G Hb) versus (42.8 [41.4, 44.2] pmol/G Hb) in 2015-16 for all ages, with similar reductions observed in the individual children and the adolescent groups. Smokers had a higher burden of HbAA biomarkers than non-smokers, and with a significant reduction in numbers of smokers from 2003-04 to 2015-16, this likely contributes to the reduction in overall exposure. When non-smokers only were examined, a significant (p<0.0001) decrease in HbAA was still observed, from 2003-04 GMs (95% CI) (53.4 [52.0, 54.9] pmol/G Hb) versus (41.2 [40.2, 42.2] pmol/G Hb) in 2015-16, suggesting an additional contribution of changes in AA levels in food or frequency of high-risk food consumption. Similar statistically significant reductions were seen for both children and adolescent groups separately. HbGA is a marker of AA biotransformation to GA, which is a more mutagenic metabolite of AA. The ratio is of HbAA:HbGA is a phenotypic marker of mutagenic risk. In non-smokers, there was a significant (p=0.001) difference in the HbAA:HbGA ratio in children GMs (95% CI) (0.8 [0.8, 0.8] pmol/G Hb) at 2003-04 and (0.9 [0.9, 1.0] pmol/G Hb) at 2015-16 versus adolescents (1.0 [1.0, 1.1] pmol/G Hb) at 2003-04 and (1.1 [1.0, 1.2] pmol/G Hb) at 2015-16, respectively, suggesting children may be at greater risk to the mutational effects of AA exposure compared to adolescents. In multivariate regression analysis of non-smokers only, age and race significantly contributed to the HbAA biomarker levels, with higher HbAA in younger age groups and in non-Hispanic black participants, highlighting a disparity in exposure pattern. Overall, AA exposure seems to have reduced from 2003-04 to 2015-16; the reduction is driven by both changes in smoking but also diet. The young and non-Hispanic black participants remain at highest risk of exposure and potential health effects from exposure to AA.Item Understanding Parent and Teacher Perspectives of Temperament Profiles in Young Children(2023) Waldrip, Sabrina M; Teglasi, Hedwig; Psychology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The study of temperament profiles is considered a person-centered approach to understanding temperament, as it takes into consideration the complex combinations and interactions of multiple traits that characterize an individual. However, most studies of temperament profiles have focused on reactive traits in infants and toddlers using parent ratings and/or laboratory conditions and since outdated methodologies. This study contributed to the temperament profile literature by exploring profiles based on parent and teacher ratings of reactive and regulatory traits of young children in kindergarten using the modern statistical technique of latent profile analysis. Kindergarten is a unique and critical time in development in which children are suddenly learning new academic, social, and self-regulatory skills as they begin formal education. Parent and teacher ratings of kindergarteners’ temperament were analyzed separately and the behavioral profiles produced by each were described. When only reactivity traits were included in the analyses, the profiles that emerged were mostly consistent with the three to four profiles that have been found in previous studies, including inhibited, exuberant, average, and/or low reactive profiles. When both reactive and regulation traits were included in the analyses, more nuanced profiles emerged that generally reflected subdivisions of the traditional reactivity profiles found in the literature but with varying levels of regulation. There were many similarities but important distinctions among the profile numbers, temperament patterns, and proportion sizes of the parent and teacher profile solutions. Neither child age nor child sex were found to be important predictors of profile membership. Despite its own limitations, the present study serves as a model for how previous methodological limitations in the field may be addressed to enhance our understanding of the complexity and nuances of temperament development and continue to push the field forward. Through such person-centered approaches, the field may one day guide parents, educators, and practitioners towards meeting the diverse needs of children with various temperament dispositions.Item SPECTRAL CONTRASTS PRODUCED BY CHILDREN WITH COCHLEAR IMPLANTS: INVESTIGATING THE IMPACT OF SIGNAL DEGRADATION ON SPEECH ACQUISITION(2022) Johnson, Allison Ann; Edwards, Jan; Hearing and Speech Sciences; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)The primary objective of this dissertation was to assess four consonants, /t/, /k/, /s/, and /ʃ/, produced by young children with cochlear implants (CIs). These consonants were chosen because they comprise two place-of-articulation contrasts, which are cued auditorily by spectral information in English, and they cover both early-acquired (/t/, /k/) and late-acquired (/s/, /ʃ/) manners of articulation. Thus, the auditory-perceptual limitations imposed by CIs is likely to impact acquisition of these sounds: because spectral information is particularly distorted, children have limited access to the cues that differentiate these sounds.Twenty-eight children with CIs and a group of peers with normal hearing (NH) who were matched in terms of age, sex, and maternal education levels participated in this project. The experiment required children to repeat familiar words with initial /t/, /k/, /s/, or /ʃ/ following an auditory model and picture prompt. To create in-depth speech profiles and examine variability both within and across children, target consonants were elicited many times in front-vowel and back-vowel contexts. Patterns of accuracy and errors were analyzed based on transcriptions. Acoustic robustness of contrast was analyzed based on correct productions. Centroid frequencies were calculated from the release-burst spectra for /t/ and /k/ and the fricative noise spectra for /s/ and /ʃ/. Results showed that children with CIs demonstrated patterns not observed in children with NH. Findings provide evidence that for children with CIs, speech acquisition is not simply delayed due to a period of auditory deprivation prior to implantation. Idiosyncratic patterns in speech production are explained in-part by the limitations of CI’s speech-processing algorithms. The first chapter of this dissertation provides a general introduction. The second chapter includes a validation study for a measure to differentiate /t/ and /k/ in adults’ productions. The third chapter analyzes accuracy, errors, and spectral features of /t/ and /k/ across groups of children with and without CIs. The fourth chapter analyzes /s/ and /ʃ/ across groups of children, as well as the spectral robustness of both the /t/-/k/ and the /s/-/ʃ/ contrasts across adults and children. The final chapter discusses future directions for research and clinical applications for speech-language pathologists.Item Parental Health Literacy, Empowerment, and Advocacy in the Context of Food Allergies Management in Schools(2021) Koo, Laura Warnock; Baur, Cynthia E; Horowitz, Alice M; Public and Community Health; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Background: Health literacy, empowerment, and advocacy may be important for parents when they communicate with schools related management of their child’s food allergies. Understanding prevention and emergency management of life-threatening food allergies may require high levels of health literacy and may be overwhelming to parents. Yet, parents are often the drivers of school food allergy safety practices. Mixed evidence supports the relationships among communicative health literacy, critical health literacy, and empowerment in chronic disease management. Objective: This cross-sectional study examines the relationships among parental health literacy, particularly communicative and critical health literacy; empowerment; and advocacy in the context of food allergies management in elementary schools. Methods: Parents of children with food allergies were recruited through food allergy organizations to complete an anonymous 20-minute online survey. Measurements of parental health literacy, empowerment, and advocacy were adapted from validated scales or the literature and refined through pre-testing and pilot-testing. Results: Participants (N=313) were predominantly white, college-educated mothers with moderately high food allergy knowledge, health literacy, and empowerment. Their children were allergic to an average of three food allergens and nearly half had asthma. Parents who scored at the highest levels on measures of communicative health literacy, critical health literacy, and empowerment engaged in advocacy behaviors perceived to be more effective than parents who scored at the lowest levels. However, this statistical difference may not represent a clinically significant difference. Communicative and critical health literacy were not more strongly associated with advocacy than functional health literacy. Empowerment and quality of the parents’ relationship with the school were the strongest predictors of the parents’ perceived effectiveness of advocacy efforts. The relationship between parental health literacy and advocacy was mediated by empowerment with a moderate effect size, but reverse causality between health literacy and empowerment could not be completely ruled out. Conclusions: Parental health literacy may impact the effectiveness of advocacy efforts for safe food allergies practices in schools, with parental empowerment possibly mediating the relationship between health literacy and advocacy. Longitudinal studies with diverse samples should verify findings. Health professionals should encourage parents to build good relationships with school personnel and help to empower families when educating them about food allergies management.Item From Oversharing to Sharenting: How Experts Govern Parents and Their Social Media Use(2021) Kumar, Priya; Vitak, Jessica; Library & Information Services; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A newborn swaddled in a parent’s arms. A kindergartner posing on the first day of school. Such images, commonly found in family photo collections, now regularly appear on social media. At the same time, public discourse asks if—or sometimes asserts that—posting images online might put children’s privacy, dignity, and autonomy at risk. Prior research has documented the pressure, scrutiny, and judgment that parents, especially mothers, endure. It seems that parents’ use of social media is yet another cause for concern. How did this happen? This dissertation examines how power, manifesting as expertise, works through three fields of discourse to govern parents’ social media conduct. Grounding this project in post-structuralist epistemology, I study this question using the analytical technique of governmentality, which is a means of tracing how authorities intervene in the lives of individuals. First, I illustrate how a specific site of social media expertise, the once-popular blog STFU, Parents, constructs the problem of “oversharing” as a form of inappropriate social media use. Second, I explain, how news media expertise constructs the problem of “sharenting,” a portmanteau of the words “share” and “parenting,” as a form of risk to children. Third, I discern how academic expertise obliges parents to govern their own social media conduct by appealing to their subjectivity. In each field of discourse, I observe how expertise frames parents’ social media conduct as a matter of individual responsibility, even though much of what happens to information online lies outside individual control. I use this analysis to suggest future directions for research on social media and privacy that goes beyond the gendered public/private boundary and engages with the world as a site of entangled relations rather than individual entities.Item MakerWear: A Tangible Construction Kit for Young Children to Create Interactive Wearables(2017) Kazemitabaar, Majeed; Froehlich, Jon E; Computer Science; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Wearable construction toolkits have shown promise in broadening participation in computing and empowering users to create personally meaningful computational designs. However, these kits present a high barrier of entry for some users, particularly young children (K-6). In this thesis, we introduce MakerWear, a new wearable construction kit for children that uses a tangible, modular approach to wearable creation. We describe our participatory design process, the iterative development of MakerWear, and results from single- and multi-session workshops with 32 children (ages 5-12; M=8.3 years). Our findings reveal how children engage in wearable design, what they make (and want to make), and what challenges they face. As a secondary analysis, we also explore age-related differences.Item Adaptive Play: A Place of Healing & Learning(2017) Coronado, Paula Fuenzalida; Tilghman, James; Architecture; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)For many years the disabled community has been secluded from our every day surroundings due to severe impairments and lack of adaptable environments. This is an issue that has fortunately begun to see progress in the early education systems taking place throughout the United States. In more recent years we have seen an increased involvement of school systems providing inclusion programs at the beginning stages of children’s development. Unfortunately architecture has not fully embraced this issue in order to provide spaces that are mindful of this diversely unique population of children. This thesis will explore architecture as a means to provide a space for children of all disabilities, and without, to interact and learn from one another at an early age in order to create an environment of inclusion within communities.Item What Makes "Fun" Fun? Insights into Children's Participation in Physical Activity(2015) Hopple, Christine J.; Andrews, David; Graham, George; Kinesiology; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)A rapidly accumulating body of literature points to fun as an important factor in the physical activity participation choices of children. Few studies, however, have conducted systematic, in-depth investigations into what children mean when they say an activity is fun. Scanlan and Lewthwaite’s (1986) Sport Enjoyment Model was used to guide this inquiry into children’s enjoyment of physical activity in the contexts of Physical Education, organized youth, and recreation. This descriptive, mixed-methods study involved a convenience sample of 98 fourth through sixth graders from six classes in three non-traditional public schools in a mid-Atlantic state. Data collection methods included focus group and duo interviews, an activity-related drawing, and a quantitative measure including both Likert and open-ended questions. Qualitative data was inductively analyzed using comparative analysis techniques with triangulation occurring across all data sources. Findings suggest that the reasons children gave for enjoying and not enjoying physical activity were numerous, varied, and compelling in nature. Although many factors were perceived similarly by many children, others were perceived quite differently. Thus, there appears to be an idiomatic tendency of fun – that is, what each individual child will perceive to be either fun or not is particular to that specific child, with some factors being more salient than others. Contextual factors also strongly influence whether a child will find a specific physical activity to be fun or not, to the extent that these appear to have a stronger influence on the enjoyability of an activity than the activity itself. Lastly, data-gathering methods used with children (activity-oriented questions and card-sorting during focus group interviews) were very effective at stimulating discussion amongst children and uncovering what they think in a very non-threatening manner. Taken together, then, results suggest that the reasons as to why any given child will find an activity to be fun or not fun are complex, interwoven, highly individualistic, and dependent upon a number of contextual factors. Results can aid key players in developing policies and programs which hold the potential to increase children’s enjoyment in physical activity while concurrently decreasing their non-enjoyment of activity.Item The emotional well-being of mothers of transgender and gender non-conforming children(2015) Allen, Samuel H.; Leslie, Leigh A; Family Studies; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)In recent years, mental health professionals have reported an upsurge in the number of referrals relating to transgender identities among children. While controversies exist among clinicians over treatment for these children, a growing number of practitioners are encouraging parents to accept their children's gender expressions. This practice, however, may be challenging for parents to embrace for a number of reasons, resulting in a vulnerable mental state. Using a combined theoretical framework of decentering heteronormativity within Meyer's minority stress theory (2003), the present study seeks to determine the association between various factors--gender non conformity, gender role beliefs, and child misbehavior--and the anxiety and depression in mothers of transgender and gender non-conforming children. Data were taken from Wave 1 of a longitudinal study of transgender and gender non-conforming children and their parents. Results indicated that only child misbehavior was significantly associated with maternal anxiety, and social support did not moderate this relationship. Complete findings and their implications are discussed, for both future research and further deconstruction of gender in the social sciences.Item Separation and Loss: Sequential Traumatization and the Loss of Family Life Experienced among the Children of the Kindertransports(2014) Stahl, Matthew Christian; Rozenblit, Marsha L; History; Digital Repository at the University of Maryland; University of Maryland (College Park, Md.)Between December 1938 and September 1939, 10,000 Jewish children were evacuated from Nazi territory to the United Kingdom. Approximately ninety percent of these children were never reunited with their families. This thesis draws upon oral histories and memoirs of children from the Kindertransports in order to understand and analyze the traumas they experienced before fleeing from Nazi persecution and as a result of their separation from their parents as well as the factors that most influenced the long-term effects of this trauma.
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