Essay Checklist: Burning Questions to Ask Before Typing the Final Draft

This instructional handout is a checklist to review before turning in an academic essay

Punctuation Overview

This handout provides a brief overview of when to use various punctuation marks, including: periods, question marks, exclamation points, commas, semicolons, colons, hyphens, quotation marks, single quotation marks, apostrophes, ellipses, dashes, and brackets

Sentence Fragments 2

This instructional handout addresses the sentence fragment error and suggests ways to correct it

Singulars and Plurals

This instructional handout provides information on singular and plural nouns and pronouns and the appropriate use of apostrophes when making nouns possessive

Formatting a Paper Using Modern Language Association Style

This handout provides basic formatting guidelines for papers requiring Modern Language Association (MLA) style, 9th edition

Risk of Trauma Exposure and Posttraumatic Stress Disorder: An Examination of the Separate and Combined Effects of Race, Gender, and Social Context.

Posttraumatic Stress Disorder (PTSD) is a debilitating psychiatric disorder that affects approximately 7.7 million U.S. adults. A central criterion of a PTSD diagnosis is an exposure to an external traumatic stressor. Yet, surprisingly little research has focused on the role of the larger social context that shapes these exposures. Most PTSD research focuses on the separate effects of individual-level risk factors like gender and race, while the effects of macro-level factors like poverty are primarily used as control variables in regression models. Little is known about how the larger structural environment, and factors like racial residential and economic segregation impact PTSD risk, or whether examining the combined effects of risk factors like race, gender, and poverty might shift our understanding. The primary aims of this dissertation were two-fold: First, a stratified analysis was conducted to provide a fundamental understanding of race differences in trauma exposure/PTSD risk by examining within-group effects of gender, race, and poverty status, both alone and in combination, and testing for between-group differences in these effects. Second, discrete-time analysis and life-tables were used to examine the relationship between PTSD risk and incarceration, an exposure chosen to capture the effects of the U.S. macro-level social context due to its differential impact on the Black population. Study results showed the expected gender differences in PTSD risk. However, considerable variation in the pattern of risk was observed when the effects of race and gender were considered together, finding that African American females experienced greater disorder risk, and that non-Hispanic White males experienced greater risk when poverty status was considered. Prison exposure was found to be a significant predictor of lifetime PTSD, after accounting for the effects and timing of a comprehensive list of traumatic exposures. Race differences in the effect of incarceration exposure on PTSD risk were not found. These dissertation findings have implications for future PTSD research. Notably, these findings suggest that a better accounting of social contextual factors and the combined effects of sociodemographic and socioeconomic factors can improve our understanding of the disorder and those who are at most risk.PhDHealth Behavior & Health EducationUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/108839/1/lowallac_1.pd

The Intercultural and Psychophysical Pedagogy of Phillip Zarrilli

Phillip Zarrilli is a theatre teacher and polymath of subjects such as martial arts, yoga, philosophy, religion, and more. His teaching pedagogy incorporates the Asian disciplines of kalarippayattu, hatha yoga, and t’ai chi ch’uan. He is currently influenced by the Japanese dance performance style butoh. His studies of these disciplines have taken place in Kerala, India, the United States and the United Kingdom. Zarrilli’s pedagogy would be best labeled as “psychophysical” based on his own assertions and when bearing in mind the traditions he considers most personally influential, all of which have intercultural elements, both Western and Asian. The teachers who exemplify this, who he names as important to the formation of his own teaching work, are Constantin Stanislavski, Jerzy Grotowski, Eugenio Barba, A.C. Scott, and Michael Chekhov. All have different and overlapping qualities that inform Zarrilli’s own work, which adopts and adapts intercultural psychophysical techniques (mind and body integration in pre-performative training and in performance) while being unique to Zarrilli himself. This study seeks to answer the questions of Zarrilli’s personal origins, his pedagogy, how his teaching influences his students, and about his legacy based on his artistic progeny and how actively his students use Zarrilli’s core principles in their own instruction. In answering these questions, interviews, personal observation, and literature will be analyzed. The subjects of these analyses will be: the disciplines of Asian origin relevant to Zarrilli’s pedagogy; the teaching influences chosen based on Zarrilli’s frequent mention in both his writings and in interviews; Zarrilli’s personal development from university to his present international teaching, directing, writing, and other work; his past and current projects and achievements; and what his work means today. All the evidence gathered will provide answers to the legacy of psychophysical acting from an intercultural perspective as it resonates with Phillip Zarrilli past and present

Essay Checklist: Burning Questions to Ask Before Typing the Final Draft (Handout)

This instructional handout is a checklist to review before turning in an academic essay

Sentence Fragments II (Handout)

This instructional handout addresses the sentence fragment error and suggests ways to correct it

Singulars and Plurals

This instructional handout provides information on singular and plural nouns and pronouns and the appropriate use of apostrophes when making nouns possessive