Who is You? Identifying You in Second-Person Narratives: A Systemic Functional Linguistics Analysis

In narratives, characters are introduced to readers through the use of textual clues left by the author. These clues, often in the form of pronouns, enable the reader to follow the various characters involved throughout the story. Pronouns have no lexical content and are used as referential devices, guiding the reader through the story and helping them recover the identity of the story’s characters. However, some narratives employ a literary technique in which the story’s protagonist is introduced by the pronoun “you” with no previous textual information given. As a result the pronoun “you” is assumed to be exophoric, pointing outside the text to the reader. Through the analysis of second-person short stories and novels this thesis will demonstrate how lexico-grammatical and discourse semantic features contribute to the interpretation of the pronoun “you” in second-person narratives functioning as either an exophoric or an endophoric expression

Deficits in Health Literacy and Inadequacies of Specialized Health Care in the South for Deaf and Hard of Hearing Patients

Honors Thesis poster presentation. Health literacy is a constantly evolving concept that requires similarly evolving adaptation and specialization of health care to increase the quality of life for all. One demographic that is largely ignored when it comes to research in health literacy, specifically in the traditional South, is the d/Deaf and hard of hearing/Hard of Hearing (DHH) population. The purpose of this study is to determine the general health literacy of this specific demographic and compare results with that of other demographics to highlight the anticipated deficit in health literacy levels and emphasize the critical need for specialized care. This prospective, non-experimental, descriptive study utilized online survey software to gather anonymous general health literacy levels of those that self-identify as DHH. This survey consisted of the Short Assessment of Health Literacy English (SAHL-E) to determine health literacy level and follow-up questions based on trauma in healthcare. Out of 10 participants, all scored greater than or equal to 14, demonstrating good health literacy. Eight of these participants provided thoughtful responses to the questions about trauma and healthcare. Upon analysis, the data shows that regardless of socio-economic status, those who are DHH are in need of accommodations that allow for consistent, high quality health care. This data contributes not only to the realization of reality for the DHH in health care settings, but also the nationwide goal of increasing general health literacy and thus the quality of life.https://jagworks.southalabama.edu/honors_college_posters/1001/thumbnail.jp

Is Religion an Effective Rehabilitation Method? Comparing the Results

Faith-based rehabilitation programs receive both praise and criticism from the criminal justice academic community. Critics argue they risk violating inmates’ constitutional rights by forcing them to participate and adhere to religious principles and activities. Supporters of faith-based programs claim that they reduce both recidivism rates and high incarceration costs. Current studies evaluating the effectiveness of faith-based programs have struggled to accurately define and measure either variable. This study compares two popular faith-based programs to a similar secular program to determine if there is a significant difference in recidivism rates using an independent t-test

Deficits in Health Literacy and Inadequacies of Specialized Health Care in the South for Deaf and Hard of Hearing Patients

Health literacy is a constantly evolving concept that requires similarly evolving adaptation and specialization of health care to increase the quality of life for all. One demographic that is largely ignored when it comes to research in health literacy, specifically in the traditional South, is the d/Deaf and hard of hearing/Hard of Hearing (DHH) population. The purpose of this study is to determine the general health literacy of this specific demographic and compare results with that of other demographics to highlight the anticipated deficit in health literacy levels and emphasize the critical need for specialized care. This prospective, non-experimental, descriptive study utilized online survey software to gather anonymous general health literacy levels of those that self-identify as DHH. This survey consisted of the Short Assessment of Health Literacy English (SAHL-E) to determine health literacy level and follow-up questions based on trauma in healthcare. Out of 10 participants, all scored greater than or equal to 14, demonstrating good health literacy. Eight of these participants provided thoughtful responses to the questions about trauma and healthcare. Upon analysis, the data shows that regardless of socio-economic status, those who are DHH are in need of accommodations that allow for consistent, high quality health care. This data contributes not only to the realization of reality for the DHH in health care settings, but also the nationwide goal of increasing general health literacy and thus the quality of life

A Study Of The Analysis Of The Errors Made By Prairie View Freshmen For The Year 1944- 1945

Origin of the Problem- Every teacher of English, whether he teaches in the elementary school, in the junior high school, in the senior high school, or even in college, knows how frequently the oral and written expressions of his pupils are marred by glaring errors in grammatical structure. He knows that unless he can eradicate these errors, the pupils will be handicapped for life. He, also, knows that before beginning a study of grammatical usage, certain principles must be used as bases upon which to build the objective study. Again, he knows that correct grammatical usage does not exist apart from expression, but as an aid to expression. For any teacher who fails to recognize this relationship, the teaching of correct forms becomes an end in itself, and not as a means to an end. Unless the teacher can show the pupils that the correct use of grammar is an aid to expression and that expression plays an important factor in determining their success in life, his pupils will not spend the time on drill necessary to make correct usage habitual. Certainly, the consideration of the purpose of grammatical usage is essential to the successful teaching of correct grammatical forms. When do pupils make errors? Do not errors in usage occur when the different parts of speech are to be used in sentence structure? The writer has found that hundreds of pupils could name and define the parts of speech , but the same pupils made errors in the use of the parts of speech . What is the value of knowing the definition and classification under these parts of speech , if they gain nothing in the use of grammar and the improvement of their speech

Potential acid mine drainage treatment utilizing acidophilic sulfate reducing bacteria in an upflow bioreactor

During coal and iron mining, pyrite is often exposed to oxygen, causing acid mine drainage (AMD). Acid mine drainage has characteristic traits of: a rust color, low pH levels (around 3 or 4) and high concentrations of sulfate, metal sulfates and heavy metals. Sulfate reducing bacteria (SRB) are often utilized in acid mine drainage treatment by implementing them into biochemical reactors (BCR). As SRB break down various carbon sources, bicarbonate is produced, raising the pH and generating hydrogen sulfide which reacts with numerous metals. This approach can be troublesome, as SRBs do not thrive at low pH levels often associated with AMD. Previous studies have found acidophilic sulfate reducing bacteria (aSRB) able to reduce sulfate and remove metals at pH values as low as 3.25. However these studies often use easily degradable carbon sources like ethanol, lactic acid and glycerol. In the present study, various solid carbon sources at a pH range of 3.0 to 6.0, high and low sulfate concentration, and media that provided either sulfate or iron as an electron acceptor were tested. Of the five carbon sources, sweet potato and horse manure resulted in black precipitate, indicating possible sulfate reduction. To mimic a BCR, column studies were conducted. After flowing pH 3.5 to 4.0 synthetic AMD through the upflow columns for 117 days, pH was raised to between 6.0 and 7.0. Sulfate reduction was evident in one column containing sweet potato and inoculum, but no others were active in this ongoing study. A leading hypothesis is that complete reduction was inhibited by the presence of fermenting bacteria. --Abstract, page iii

An Examination of the Academic Advising Process in the College of Education as Perceived by Undergraduate Students, and the Advisement Center\u27s Pursuit to Provide Quality Academic Advising

This study contains a review of research which differs and/or coincides with present findings on academic advising. It includes an examination of the College of Education Academic Advisement Services based on students\u27 perceptions. In this study the Review of Literature covers five main categories. Essential Nature of Advising, Faculty versus Professional Advisors, Roles of the Advisors and Advisees, Developmental Advising - The Solution, and Establishing the Center. The results section of this study covers three main categories, Advisors Advising, Advisors Educating, and the Advisement Center Services which contained questions and responses from the survey. Also, four open-ended questions will be presented individually. Under the category Advisor Advising are the subcategories, Academic Challenges, Academic Time Constraints, and Academic Responsibility; under the category Advisors Educating are the subcategories, Academic Improvements, and Academic Requirements; and under the category Advisement Center Services are the subcategories, Academic Advisors Limiting, Academic Advisors Referring, and Academic Rating of Professional Advisors and the Advisement Center. Each subcategory will contain questions from the survey. Academic advising tasks, developmental advising strategies, and effective advising methods will be noted as well as suggestions to improve services

Toward a Philosophy of Race in Education

There is a tendency in education theory to place the focus on the consequences of racial hegemony (racism, Eurocentric education, low performance by racial minorities) and ignore that race is antecedent to these consequences. This dissertation explores the treatment of race within critical theory in education. I conduct a metaphysical analysis to examine the race concept as it emerges from the works of various critical theorists in education. This examination shows how some scholars affirm the scientifically discredited race concept by offering racial essentialist approaches for emancipatory education. I argue that one of consequences of these approaches is the further tightening of racial constraints on the student’s personal autonomy. This mandates that critical theorists gain a deeper understanding of race as a problem, conceptually, epistemically, ideologically, and existentially. I argue that critical theorists of education draw from work conducted in the philosophy of race by theorists such as K. Anthony Appiah, Jorge Gracia, Charles Mills, and Naomi Zack to gain insights on the metaphysics of race to better inform theory and praxis. I further recommend the creation of a critical philosophy of race in education to address and combat race as a problem and its consequences. I contend that the groundwork for philosophy of race in education must entail strategies that encourage and assist theorists and teachers to move toward the elimination of the race in society, while utilizing race only as heuristic tool to address its consequences. Additionally, I argue that a philosophy of race in education must advocate for an education for autonomy as a means to racial liberation for students