‘Turning others’ leaves’: imitatio and intertextuality in sixteenth-century English receptions of classical Latin love elegy

This thesis situates itself within the field of classical reception, and explores the appropriation and imitation of Latin erotic elegy (Catullus, Propertius, Ovid, Sulpicia) in the love poetry of sixteenth-century England. It shows imitatio to be a dynamic, rich and sophisticated practice, one which may be productively read as both a form of intertextuality and reception, terms which capture its contingent and active nature. The readings here re-calibrate Petrarch’s canzoniere suggesting that this influential sequence of love sonnets is itself a moralised re-writing of Roman erotic elegy. By re-framing the ‘Petrarchan’ love poetry of Thomas Wyatt, Philip Sidney, John Donne and Mary Sidney as elegiac receptions, the readings here re-open these familiar texts and offer fresh interpretations of how they can be made to mean. The introduction traces the presence of Latin love elegy in the early modern period, and shows that a modern scholarly over-reliance on Petrarch and Ovid has obscured the way Renaissance love poetry is also shaped by and through its relationships to the texts of Catullus, Propertius and Sulpicia. The four chapters which follow trace these intertextual relationships in detail through readings of a small number of poems: those of Catullus and Wyatt, Propertius and Sidney, Ovid and Donne, and Sulpicia and Mary Sidney. The interventions which this project makes are two-fold: firstly it applies modern theories of reception and intertextuality to Renaissance love poetry, and refreshes the way imitatio may be read. Secondly, it re-frames ‘Petrarchan’ love poetry of sixteenth-century England and reveals it to be a complex, subtle and sometimes revisionary re-writing of Latin love elegy. By reading the multiple concerns of elegy and its sometimes problematic uses of love, gender and erotic desire into the selected English texts, this project offers fresh interpretations of both bodies of poetry, and demonstrates that Roman elegy has a vital and complex presence in the poetics of sixteenth-century England

Sustainability : a cross-cultural comparison of attitudes and behaviours

This study examines the relationship of cultural background to sustainability-relevant attitudes\ud and behaviours. MANOVA results indicated that East and West are converging on materialism,\ud and that there are no cross-cultural differences in behaviours relating to the conservation of\ud natural resources. However, South East Asians appear to be more inclined to minimise\ud consumption than are Westerners. The results suggest that cross-cultural differences should be\ud taken into account in promoting pro-environmental attitudes and behaviours around the world.\ud Presented as Paper No 62 at conference at Rio de Janeiro, Brazil, held between 14-17 Jul. 200

Vernon Grant Research Collection - Accession 1554

This collection consists of research done by Winthrop Alumna Linda Williams (’64, ’69, ’80) while working on a book on artist and illustrator Vernon Grant which includes various newspaper articles on Grant and his work, scrapbooks of his illustrations, a poster signed by Grant, and other records relating to Grant’s life. This collection primarily concerns Vernon Simeon Plemion Grant (1902-1990), who is most known for his illustration of the Kellogg’s characters Snap!™, Crackle!™ and Pop!™, his life and his work.https://digitalcommons.winthrop.edu/manuscriptcollection_findingaids/2470/thumbnail.jp

Spring 2010 Follow-up Survey of Freshmen Who Entered Western in Fall of 2008: Descriptive Statistics

The Spring 2010 Follow-Up Survey of Freshmen Who Entered Western in Fall 2008 (2nd Year Survey) holds particular importance to Western in that it focuses on student experiences in first year programs and GUR courses. Together with the Vice Provost for Undergraduate Education and the Committee for Undergraduate Education, the Office of Survey Research (OSR) created this survey in an attempt to shed light on the efficacy of and satisfaction with programs designed to foster student success early in their Western careers. The 2nd Year Survey consists of a mixture of open ended, multiple choice, and numerical response questions. This survey targeted native freshmen (including running start students) who entered Western in the Fall of 2008. These students were completing their second complete year on campus at the time of the survey (Spring 2010). As part of OSR’s efforts to paint a longitudinal portrait of Western’s students, these students also were surveyed immediately prior to beginning their Western careers (Fall 2008 Baseline of Incoming Freshmen.) In an attempt to measure the success of pre-calling, OSR initiated the 2nd Year Survey by first calling potential respondents and informing them that they were to receive an e-mail survey shortly. These pre-calls were made on May 3, 2010 and the e-mail with embedded link to the survey was sent on May 5th. Electronic reminders were sent to non-respondents three days later and phone call reminders were placed on May 12th. For nonrespondents who provided the university with an external e-mail address, additional invitations and reminders were sent on May 13th and 17th. This was followed by a final phone call reminder during the following week. Of the 2,148 valid 2nd year students, OSR received survey responses from 1,355, a response rate of 63.1%. In addition to the contributions of the Vice Provost for Undergraduate Research and the Committee for Undergraduate Education, a number of other campus offices contributed questions to the 2nd Year Survey. Among these contributors are the Math Center, University Residences, and the Office of Sustainable Transportation. Because of the large number of questions these offices included, OSR assigned a number of questions to be randomly skipped by students. In effect, this random skipping shortened the time it took for any individual student to complete the survey while still allowing for a large number of questions to receive a quantity of responses necessary for statistical analysis. For each question, this report notes when randomization occurs. OSR did encounter a flaw in its programming of this randomization routine. On May 11th, after 569 completed surveys and 65 partially completed surveys had been received, OSR realized that the randomized questions were not being asked. This problem was corrected and the remaining 721 responses successfully received the appropriate randomized questions. As with any survey, readers should be concerned about sample selection bias; that is bias which occurs because survey respondents are not a random selection from a population of survey recipients. While sample selection bias for the 2nd Year Survey is mitigated through proper survey techniques and a high response rate, its presence should be considered when evaluating data. Section A of this document reports basic demographic and academic statistics for all students who responded to the survey and compares them to non-respondents. As is consistent with OSR’s experience surveying Western students, women were more likely to respond to the 2nd Year Survey than men (63% of respondents were women whereas 59.2% of the population are women.) Likewise, respondents hold slightly better Western grade point averages; the average respondent earned a cumulative GPA of 3.04 compared to a population average of 2.97. Respondents are also more likely to live on campus (32.1% of respondents versus 29.5% of the population) and attempted more credits during spring quarter than non-respondents (average of 14.7 credits for respondents and 14.5 for the population.) Despite these differences, respondents and non-respondents were very similar in terms of race, running start status, residency in Washington, and first generation status. The remainder of this report is composed of twelve additional sections each focusing on an aspect of student experience. Rather than describing each of these sections, here we focus on two: Section L (DepartmentLevel Data) and Section M (Items Requested by Departments, Offices, and Programs). Some of the questions on this survey are better analyzed at the departmental level. For instance, questions about the quality of advising within a major or the likelihood of staying in a major are most helpful to specific departments. However, because some of these questions were randomly excluded from surveys and because many 2nd year students have yet to declare a major, only a small number of departments received enough responses to warrant documentation here. For departments which did receive a large number of responses, we included department-level breakdowns of questions dealing specifically with departmental issues in Section L. OSR will happily share data with departments who are not listed in this section. Section M contains summary data for questions submitted by other offices and departments. These include questions from the Math Center, the Western Reads Program, University Residences, and the Office of Sustainable Transportation. It is OSR’s intent to expand this section of the survey in the future as other departments add their own questions. While we leave it to the reader to decide what is informative or striking in this report, we undertake to highlight some findings which the wider campus may find interesting. Ninety-one percent of students claimed to be “satisfied” or “very satisfied” with their Western experience but only 66% of students claimed that they were “very unlikely” to leave Western prior to graduation. For the sixty-one students who thought it probable that they would transfer from Western prior to graduating, the most common reasons given were that another school has a better program in their field, that they wanted to go somewhere new and different, or that Western doesn’t offer a major that is of interest. In order to gauge the difficulty of registering for courses, students were asked how many classes which they wanted to take in the spring quarter were full. The average number of full courses were 1.66, about half of which were GUR courses and about 90% were required for their major or pre-major. Students were also asked about courses that were too large. The three courses most frequently cited by 2nd year students as being too large were PSY 101, ESCI 101, and BIOL 101. Sadly, only 8% of students strongly agreed with the statement “Taking GUR courses gives me useful skills” and only 7% of students are “very satisfied” with GUR course availability. For students who have already declared a major, 63% claimed they were very unlikely to change their major prior to graduation. For undeclared students, 57% were certain as to what their major would be and 34% had some idea. Sixty percent of non-declared majors had contacted someone within a major department about their interest. The most common reason for not having declared a major was a need to take more courses to qualify for their major. Over the entire academic year, 35% of students claim they did not write a single paper longer than 5 pages and 56% claimed to write between one and four such papers. Given that 34% of students claimed that learning writing skills is very important to them, this lack of writing experience may explain why only 15% of students are “very satisfied” with the writing skills they have developed. Two features of the 2nd Year Survey are worth mentioning. First, this is part of a longitudinal cohort which began with an OSR baseline survey prior to the beginning of the freshmen year. OSR is happy to package this data and share it with interested researchers. Researchers may view the contents of the baseline survey given to these students at: http://www.wwu.edu/socad/osr/wels Secondly, each respondent in the 2nd Year Survey is tracked with a unique tracking number which OSR can match with university records. This ability profoundly opens the door for research in issues which impact students and the university. OSR will happily provide such data to researchers, departments, and offices upon request

Western Educational Longitudinal Study (WELS) Baseline Survey of Freshmen Entering Western in the Fall, 2010: Descriptive Statistics

The Fall, 2010 Baseline Survey of Freshmen Entering Western continues the Office of Survey Research’s (OSR) efforts to collect information on all students prior to the start of their academic careers at Western Washington University. This survey represents the initial contact in a longitudinal process that makes possible additional inquiries of students at the end of their sophomore year, when they graduate from the university, and one to two years after graduation. The Freshmen Survey is designed with three purposes in mind: (1) to provide baseline observations of students prior to their Western experience which can be used to forecast and enhance student success; (2) to provide data that can assist university assessment and accreditation services; and (3) to assess student needs based upon their self-reported characteristics, perceptions and concerns. To accomplish these purposes, the Freshmen Survey integrates questions into five major sections: Pre-collegiate engagement and experiences; the college application process; familiarity and comfort with Western; academic skills, goals, and expectations; and expenses and employment. The questions on the Freshmen Survey were a mixture of open-ended, numerical, and multiple choice responses. This report lists all questions and reports basic descriptive statistics from questions which lend themselves to numerical analysis. Responses to the open ended questions are available upon request. OSR used a mixture of online and telephone survey methodologies to obtain responses. Incoming freshmen who attended Western’s Summerstart program were provided an opportunity to complete this survey as part of their Summerstart experience. Students not attending Summerstart and those who chose not to complete the survey while at Summerstart were invited to complete the survey online. E-mails were initially sent to the student’s external e-mail address. After the initial e-mail, OSR sent e-mail reminders to non-responders twice. The survey was then left open online until the weekend before Fall quarter courses began on campus. Of the 2,920 Fall 2010 freshmen, 2,427 responded to the survey (a response rate of 83.1%). As with any survey, readers should be concerned with sample selection bias; that is bias which arises because survey respondents are not a random selection of the population of survey recipients. While sample selection bias for Western’s exit survey is mitigated through proper survey techniques and a high response rate, its presence should be considered when evaluating data. Section A of this document compares respondents to all incoming freshmen. Relative to all freshmen, respondents were more likely to be female (61.4% of respondents versus 59% of all freshmen), averaged a slightly higher admission index (57.2 versus 56.7), and were more likely to be first generation college students (32% of respondents versus 30.2% of all freshmen). On the other hand, respondents were nearly identical to non-respondents in measures of age, SAT, and high school percentile. OSR is excited to share its individual survey results with campus researchers so they may answer their own questions. To familiarize readers with the content of the survey, here we make a few observations regarding the survey results. Out of a list of 16 possibilities, the three most important reasons why students claimed to come to Western were the recreational opportunities in the area, Western’s good academic reputation, and Western’s size. Almost two-thirds of students first learned about Western through a relative or friend and almost nine out of ten learned of Western prior to their senior year in high school. Including Western, the median student applied to three colleges and was accepted to two of them. Besides Western, the three schools most commonly applied to were the University of Washington, Washington State, and Central Washington although other common schools include the University of Oregon, University of Portland, Gonzaga, and Seattle University. Among the schools to which they applied, 69% of incoming freshmen claimed that Western was their first choice; the next closest was the University of Washington (14%). Nearly one-third of students claim to be certain about their major and another half of students have some idea of what they will study. About three-fourths of students expect to graduate in four years or less; no students expect to take longer than five years to graduate. Twelve percent of students claimed some positive likelihood that they would transfer from Western prior to graduation and an additional 26% were unsure if they would transfer or not. Among those likely to transfer, the most common reasons given were that Western did not offer a degree program that interested the student, a perceived lack of prestige, and friends/family attend a different school. For students who attended Summerstart, 77% were either “very” or “somewhat” satisfied with their class schedule. For those expressing some level of dissatisfaction, the most common reason given was that needed classes were full. All of OSR’s survey data is linked by a unique student identification number allowing for merging of the survey data with Western’s data warehouse or with data collected by future surveys. Using this identifier, OSR can provide open ended responses or specific data to departments who want to investigate further

Contextualized garden-based mathematics

Research has investigated the use of locally valued activities to contextualize mathematics for First Nations students; for example, Beatty and Blair (2015), Lipka, Sharp, Adams, and Sharp (2007) , Nicol, Archibald, and Baker (2013), and Wagner and Lunney Borden (2010) . In this multidisciplinary case study, I have explored the mathematical thinking that resulted from a contextualized mathematics unit collaboratively implemented in a small Ontario First Nation elementary school. Although not considered decolonizing research, this project was influenced by culturally responsive methods and pedagogy (Battiste, 2002; Doige, 2010; Lipka, 2007; Lunney Borden & Wiseman, 2016; Nicol, Archibald & Baker , 2010). The Education Manager (EM), a local resident and member of the First Nation who represented the community in matters of education, collaborated on this project. She shared information gleaned from community surveys that expressed a desire for more outdoor and hands-on activities for elementary school students. Along with the teacher, the EM and I choose to use a school garden to contextualize the mathematics. Through collaboration with the teacher, a variety of mathematics problems were created that connected to the garden. Some of the problems were inquiry based, which is more closely related to Indigenous Ways of Knowing than traditional school mathematics (Battiste, 2005; Doige, 2010; Lipka, 2007; Lunney Borden & Wiseman, 2016; Nicol, Archibald & Baker , 2010). Lessons were implemented by the researcher over three weeks in a Grade 3/4/5 classroom. The mathematical thinking that resulted from the problems was organized and analyzed. The effectiveness of inquiry and contextualized mathematics was compared to more teacher-led methods. The findings of this study suggest that contextualized inquiry-based mathematics, connected to locally valued activities, elicits rich mathematical thinking

2010 Exit Survey of Graduate Students Completing Degrees Fall 2009, Winter 2010, Spring 2010, and Summer 2010: Descriptive Statistics

Executive Summary: The 2010 Exit Survey of Graduate Students Completing Degrees continues the Office of Survey Research’s (OSR) survey of Graduate students first initiated in 2009. The current survey was administered at the end of each quarter to graduate students slated to graduate that quarter. This report summarizes responses from students who graduated in Fall 2009, Winter 2010, Spring 2010, and Summer 2010. With the help of the Assistant Dean of the Graduate School, this survey was designed to elicit information on program satisfaction, the frequency and scope of academic interaction on and off campus, barriers to success, and plans for the future. OSR used a mixture of online and telephone survey methodologies and links survey results with Western’s student records thus expanding their usefulness to researchers and university decision makers. Anonymous individual-level survey responses may be shared with interested campus parties. This exit survey was administered to graduate students earning their masters degrees at the conclusion of their final enrolled quarter. Of the 329 recipients of this degree, (Fall 2009-Summer 2010) OSR received valid responses from 231 (a response rate of 70.2%). The survey was launched with an e-mail invitation to potential respondents about four weeks prior to the end of each quarter. Follow up e-mail reminders were sent approximately every four days for the subsequent two weeks. Phone call reminders were then placed to all non-respondents. The survey was then closed immediately after commencement exercises. As with any survey, readers should be concerned with sample selection bias; that is bias which arises because survey respondents are not a random selection of the population of survey recipients. While sample selection bias for Western’s graduate exit survey is mitigated through proper survey techniques and limited by a high response rate, its presence should continually be kept in mind when evaluating results. Section A of this document presents basic descriptive statistics that compares all graduates with those who responded to the survey. At the university level, these comparisons reveal the average respondent is nearly identical to the average graduate. For instance, 40% of respondents are male compared to 42% of all graduates. Nine percent of respondents are minorities as are 9% of all graduates. Similar results occur for average age (31.1 years for respondents, 31.5 years for graduates), the number of credit hours attempted (65.2 for respondents and 65.3 for graduates) and for the average graduate GPA (3.81 for respondents and 3.79 for graduates). Section B of this report presents descriptions of questions geared to understanding students’ background and their general satisfaction with their Western graduate experience. When asked their primary activity immediately prior to enrolling in a Western graduate program, students are almost evenly split between pursuing an undergraduate degree, working in a field related to their graduate program, and working in a field unrelated to their graduate program. Seventy-Two percent of students claimed that, if given the opportunity, they would “probably” or “definitely” select Western again for graduate study. Seventy-eight percent would “probably” or “definitely” recommend Western to someone considering graduate school. These satisfaction levels are almost identical with those reported on the 2009 exit survey (75% in that survey would select Western again and 78% would recommend it to someone). Sections C and D present information regarding a student’s academic program. For instance, 89% of students reported that the level of academic challenge was “very” or “extremely” important to them and 75% of students claimed they were “satisfied” or “very satisfied” with the level of academic challenge they encountered. Ninetysix percent of students claimed the overall quality of their program was “very” or “extremely” important and 81% were satisfied with their program. Five percent of students have written a paper for publication based on their thesis and a further 23% plan to do so. The following section (E) presents information on graduate teaching assistantships and barriers to academic success. The most commonly reported barrier to academic progress was family obligations followed by course scheduling/availability. Almost two-thirds of respondents claimed the availability (or lack thereof) of faculty had no impact on their progress towards their degree. The average graduate accumulates just over $14,000 in debt from their graduate program but this average obscures the nearly one-third of students who leave Western without any additional academic debt from their program. The final section of this report (F) details future plans. One-third of respondents had received an offer of postgraduate employment; 82% of respondents had an immediate post-graduate plan involving employment. Nine percent of respondents intend to continue graduate study and of these, over four-fifths have already been admitted to a program. One benefit of the graduate exit survey is that the data is tracked by a unique student identifier which allows OSR to divide the data by school or program. OSR hopes to share this data with administrators and individuals who hope to improve their programs

The Effects of Self-Regulation Strategies on Middle School Students\u27 Calibration Accuracy and Achievement

This study investigated the impact that self-regulation strategies have on metacognitive judgements (calibration) and mathematics achievement of typical and advanced achieving 7th grade mathematics students over a period of seven weeks. Self-regulation strategies, four square graphic organizers and vocabulary games were implemented with the treatment condition while online games were implemented with the control condition. The results revealed that participants in the treatment condition were more accurate in their calibrations than participants in the control condition, more specifically for postdiction accuracy. Although the participants in the treatment condition scored higher on their achievement tests than the participants in the control condition, there were no significant differences between the conditions

‘Turning others’ leaves’: imitatio and intertextuality in sixteenth-century English receptions of classical Latin love elegy

This thesis situates itself within the field of classical reception, and explores the appropriation and imitation of Latin erotic elegy (Catullus, Propertius, Ovid, Sulpicia) in the love poetry of sixteenth-century England. It shows imitatio to be a dynamic, rich and sophisticated practice, one which may be productively read as both a form of intertextuality and reception, terms which capture its contingent and active nature. The readings here re-calibrate Petrarch’s canzoniere suggesting that this influential sequence of love sonnets is itself a moralised re-writing of Roman erotic elegy. By re-framing the ‘Petrarchan’ love poetry of Thomas Wyatt, Philip Sidney, John Donne and Mary Sidney as elegiac receptions, the readings here re-open these familiar texts and offer fresh interpretations of how they can be made to mean. The introduction traces the presence of Latin love elegy in the early modern period, and shows that a modern scholarly over-reliance on Petrarch and Ovid has obscured the way Renaissance love poetry is also shaped by and through its relationships to the texts of Catullus, Propertius and Sulpicia. The four chapters which follow trace these intertextual relationships in detail through readings of a small number of poems: those of Catullus and Wyatt, Propertius and Sidney, Ovid and Donne, and Sulpicia and Mary Sidney. The interventions which this project makes are two-fold: firstly it applies modern theories of reception and intertextuality to Renaissance love poetry, and refreshes the way imitatio may be read. Secondly, it re-frames ‘Petrarchan’ love poetry of sixteenth-century England and reveals it to be a complex, subtle and sometimes revisionary re-writing of Latin love elegy. By reading the multiple concerns of elegy and its sometimes problematic uses of love, gender and erotic desire into the selected English texts, this project offers fresh interpretations of both bodies of poetry, and demonstrates that Roman elegy has a vital and complex presence in the poetics of sixteenth-century England

Experiences with HPTN 067/ADAPT Study-Provided Open-Label PrEP Among Women in Cape Town: Facilitators and Barriers Within a Mutuality Framework.

Placebo-controlled trials of pre-exposure prophylaxis (PrEP) have reported challenges with study-product uptake and use, with the greatest challenges reported in studies with young women in sub-Saharan Africa. We conducted a qualitative sub-study to explore experiences with open-label PrEP among young women in Cape Town, South Africa participating in HTPN 067/Alternative Dosing to Augment Pre-Exposure Prophylaxis Pill Taking (ADAPT). HPTN 067/ADAPT provided open label oral FTC/TDF PrEP to young women in Cape Town, South Africa who were randomized to daily and non-daily PrEP regimens. Following completion of study participation, women were invited into a qualitative sub-study including focus groups and in-depth interviews. Interviews and groups followed a semi-structured guide, were recorded, transcribed, and translated to English from isiXhosa, and coded using framework analysis. Sixty of the 179 women enrolled in HPTN 067/ADAPT participated in either a focus group (six groups for a total of 42 participants) or an in-depth interview (n = 18). This sample of mostly young, unmarried women identified facilitators of and barriers to PrEP use, as well as factors influencing study participation. Cross-cutting themes characterizing discourse suggested that women placed high value on contributing to the well-being of one's community (Ubuntu), experienced a degree of skepticism towards PrEP and the study more generally, and reported a wide range of approaches towards PrEP (ranging from active avoidance to high levels of persistence and adherence). A Mutuality Framework is proposed that identifies four dynamics (distrust, uncertainty, alignment, and mutuality) that represent distinct interactions between self, community and study and serve to contextualize women's experiences. Implications for better understanding PrEP use, and non-use, and intervention opportunities are discussed. In this sample of women, PrEP use in the context of an open-label research trial was heavily influenced by underlying beliefs about safety, reciprocity of contributions to community, and trust in transparency and integrity of the research. Greater attention to factors positioning women in the different dynamics of the proposed Mutuality Framework could direct intervention approaches in clinical trials, as well as open-label PrEP scale-up