Adapting health-risk communication to the specific cultural contexts of diverse populations : an assessment of malaria-treatment programs in Liberia

Drawing on theories of technical communication, rhetoric, literacy, language and culture, and medical anthropology, this dissertation explores how local culture and traditions can be incorporated into health-risk-communication-program design and implementation, including the design and dissemination of health-risk messages. In a modern world with increasing global economic partnerships, mounting health and environmental risks, and cross-cultural collaborations, those who interact with people of different cultures have “a moral obligation to take those cultures seriously, including their social organization and values” (Hahn and Inhorn 10). Paradoxically, at the same time as we must carefully adapt health, safety, and environmental-risk messages to diverse cultures and populations, we must also recognize the increasing extent to which we are all becoming part of one, vast, interrelated global village. This, too, has a significant impact on the ways in which healthcare plans should be designed, communicated, and implemented. Because communicating across diverse cultures requires a system for “bridging the gap between individual differences and negotiating individual realities” (Kim and Gudykunst 50), both administrators and beneficiaries of malaria-treatment-and-control programs (MTCPs) in Liberia were targeted to participate in this study. A total of 105 people participated in this study: 21 MTCP administrators (including designers and implementers) completed survey questionnaires on program design, implementation, and outcomes; and 84 MTCP beneficiaries (e.g., traditional leaders and young adults) were interviewed about their knowledge of malaria and methods for communicating health risks in their tribe or culture. All participants showed a tremendous sense of courage, commitment, resilience, and pragmatism, especially in light of the fact that many of them live and work under dire socioeconomic conditions (e.g., no electricity and poor communication networks). Although many MTCP beneficiaries interviewed for this study had bed nets in their homes, a majority (46.34 percent) used a combination of traditional herbal medicine and Western medicine to treat malaria. MTCP administrators who participated in this study rated the impacts of their programs on reducing malaria in Liberia as moderately successful (61.90 percent) or greatly successful (38.10 percent), and they offered a variety of insights on what they might do differently in the future to incorporate local culture and traditions into program design and implementation. Participating MTCP administrators and beneficiaries differed in their understanding of what “cultural incorporation” meant, but they agreed that using local indigenous languages to communicate health-risk messages was essential for effective health-risk communication. They also suggested that understanding the literacy practices and linguistic cultures of the local people is essential to communicating health risks across diverse cultures and populations.

United States certificate programs in technical communication : a feminist-sophistic investigation

Technical communication certificates are offered by many colleges and universities as an alternative to a full undergraduate or graduate degree in the field. Despite certificates’ increasing popularity in recent years, however, surprisingly little commentary exists about them within the scholarly literature. In this work, I describe a survey of certificate and baccalaureate programs that I performed in 2008 in order to develop basic, descriptive data on programs’ age, size, and graduation rates; departmental location; curricular requirements; online offerings; and instructor status and qualifications. In performing this research, I apply recent insights from neosophistic rhetorical theory and feminist critiques of science to both articulate, and model, a feminist-sophistic methodology. I also suggest in this work that technical communication certificates can be theorized as a particularly sophistic credential for a particularly sophistic field, and I discuss the implications of neosophistic theory for certificate program design and administration.

Not your mother's Latinas : film representations for a new millennium

This dissertation seeks to contribute to film, feminist and Latino/a studies by exploring the construction and ideological implications of representations of Latinas in four recent, popular U.S. films: Girlfight (Kusama 2000), Maid in Manhattan (Wang 2002), Real Women Have Curves (Cardoso 2002) and Spanglish (Brooks 2004). These films were released following a time of tremendous growth in the population and the political and economic strength of the Latina/o community as well as a rise in popularity and visibility in the 1990s of entertainers like Selena and actresses such as Jennifer Lopez and Salma Hayek. Drawing on the critical concepts of hybridity, Latinidad, and Bakhtinian dialogism, I analyze these films from a cultural and historical perspective to consider whether and to what degree, assuming changes in the situation of Latinas/os in the 1990’s, representations of Latinas have also changed. Specifically, in this dissertation I consider the ways in which the terrain of the Latina body is articulated in these films in relation to competing societal, cultural and familial conflicts, focusing on the body as a site of struggle where relationships collide, interact and are negotiated. In this dissertation I argue that most of the representations of Latinas in these films defy easy categorization, featuring complex characters grappling with economic issues, intergenerational differences, abuse, mother-daughter relationships, notions of beauty, familial expectations and the very real tensions between Latina/o cultural beliefs and practices and the dominant Anglo culture of the United States. Specifically, I argue that narrative and visual representation of Latina bodies in these films reflects a change in the Latinas offered for consumption to film viewers, presenting us with what some critics have called ‘emergent’ Latinas: conflicted and multilayered representations that in some cases challenge dominant ideologies and offer new demonstrations of Latina agency.

International teachers in the American classroom : deposing the myth of monolingualism

An international graduate teaching assistant‘s way of speaking may pose a challenge for college students enrolled in STEM courses at American universities. Students commonly complain that unfamiliar accents interfere with their ability to comprehend the IGTA or that they have difficulty making sense of the IGTA‘s use of words or phrasing. These frustrations are echoed by parents who pay tuition bills. The issue has provoked state and national legislative debates over universities‘ use of IGTAs. However, potentially productive debates and interventions have been stalemated due to the failure to confront deeply embedded myths and cultural models that devalue otherness and privilege dominant peoples, processes, and knowledge. My research implements a method of inquiry designed to identify and challenge these cultural frameworks in order to create an ideological/cultural context that will facilitate rather than impede the valuable efforts that are already in place. Discourse theorist Paul Gee‘s concepts of master myth, cultural models, and meta-knowledge offer analytical tools that I have adapted in a unique research approach emphasizing triangulation of both analytic methods and data sites. I examine debates over IGTA‘s use of language in the classroom among policy-makers, parents of college students, and scholars and teachers. First, the article "Teach Impediment" provides a particularly lucid account of the public debate over IGTAs. My analysis evidences the cultural hold of the master myth of monolingualism in public policy-making. Second, Michigan Technological University‘s email listserve Parentnet is analyzed to identify cultural models supporting monolingualism implicit in everyday conversation. Third, a Chronicle of Higher Education colloquy forum is analyzed to explore whether scholars and teachers who draw on communication and linguistic research overcome the ideological biases identified in earlier chapters. My analysis indicates that a persistent ideological bias plays out in these data sites, despite explicit claims by invested speakers to the contrary. This bias is a key reason why monolingualism remains so tenaciously a part of educational practice. Because irrational expectations and derogatory assumptions have gone unchallenged, little progress has been made despite decades of earnest work and good intentions. Therefore, my recommendations focus on what we say not what we intend.

RESILIENT WOMEN, METISTIC SCIENTISTS: A MULTIPLE CASE STUDY OF HOW WOMEN NEGOTIATE THEIR SITUATEDNESS IN SCIENCE FIELDS

The concept of feminist metistic resilience postulates that the voiceless, the marginalized and the minority in societies employ strategies in order to turn tables in their favor. This study presents a qualitative analysis of how women, considered to be the minority, negotiate their situatedness in science fields in order to effect change in their lives or that of the society and why they become successful. By “situatedness,” I refer to the everyday life of women as they live and encounter people, society and culture, especially, the life of women who have transcended the culturally stipulated role of women and are excelling in a male dominated field. The study, in different dimensions, conceptualizes the reason for the fewer number of women in science; looks at how scientific methods and practices inhibit the development of women in science; and, finally, interrogates the question of objectivity in science. It becomes apparent, through feminist metistic resilience, that women become successful when they accept conventional practices in scientific arrangements and structures. They accept the practices by embracing and not questioning structures and arrangements that have shaped the field of science and by shifting shapes and assuming different forms in order to adapt to conditions they encounter. Apart from adapting and shape shifting, the women also become successful through environmental and social influences. My analysis suggests that more women can be encouraged to pursue science when women practicing science begin to question structures and arrangements that have shaped the practice of science over the centuries. The overall findings of the research provide implications for policy makers, educators and feminist researchers.

Ḳuni lemel : opereta

words and music by A. Goldfaden. For piano arr. by J. M. Rumshisky

A frehliks śiśu ṿe-śimḥu : song from "The white slave"

words and music by J. Rumshisky

Songs from "Gotts Schtroff"

words and music by J. Rumshisky [[Elektronische Ressource]]

Many are called, yet few are chosen

Rhetoric and Organizational Success: Imagery, Creativity and Innovation

Islamophobia as Reactive Co-Radicalization

Since 9/11, 2001, a new form of religious extremism has arguably emerged, one which paradoxically portrays itself as a counter to another perceived extremism regarded as a real and imminent threat. Within North America and Western Europe, as elsewhere, there is an upsurge of various forms of reactionary rhetoric and opposition expressed towards Islam and Muslims. An increase in extremist behaviour, even violence, is appearing from quarters opposed to, or varyingly fearful of, Islamic extremism if not Islam or Muslims. Islamophobia, as a manifestation of fear of an exclusionary Islam, manifests as exclusionary or negatively reactive behaviours with Muslims and Islam as the target. This article explores the idea that Islamophobia can be regarded as a manifestation of religious extremism and, further, that such extremism is construable as “reactive co-radicalization.” It focuses on two European cases – the 2009 Swiss ban on the building of minarets and the 2011 Norwegian massacre carried out by Anders Breivik – as examples of this “reactive co-radicalization.” This term, I suggest, is an apt denominator for the exclusionary reaction to the rising presence of Islam within otherwise secular, albeit nominally Christian, Western European and North American societies, among others.

Reactive Co-Radicalization: Religious Extremism as Mutual Dicontent

Extremist rhetoric and behaviour, including violence, emanating from those fearing and opposed to Islamic extremism—and typically generalising that to Islam or Muslims—is undeniable. Equally, there is evidence of Muslim rhetoric that fires up fears of a threatening West and antipathy to religious ‘others’ as damned infidels, including Christians and Jews who are otherwise regarded as co-religionists—as ‘peoples of the Book’. Mutual discontent and antipathy abound. On the one hand, Islamic extremism provokes a reactionary extremism from parts, at least, of the non-Muslim world; on the other hand, Muslim extremism appears often in response to the perception of an aggressive and impositional colonising non-Muslim world. ‘Reactive Co-Radicalization’, I suggest, names this mutual rejection and exclusionary circle currently evident, in particular, with respect to many Muslim and non-Muslim communities. This article discusses reactive co-radicalization as a hermeneutical perspective on religious extremism with particular reference to two European cases.

Volume 13, Number 2: April/May 2007

Page 2 – The Vice Provost for University Libraries reflects upon the strides made in the last year. Page 3 - Ornithologist David Sibley’s Edwin Way Teale lecture is featured. Page 5 - In a guest column on diversity issues, Professor Hedley Freake examines what UConn is doing to engender cultural understanding in students. Page 6 - Staff anniversaries and awards. Page 7 - Finding articles, images, and music easier with new database locator.

Alessandro Baricco: A Modern Homer / Alessandro Baricco: Omero Modern

Alessandro Baricco is an Italian author, pianist, journalist and music critic, among a wide range of many other talents. His novels have won great critical acclaim in Italy and France and are popular around the world. While generally considered among the postmodern writers, some critics have accused him of being a forerunner in a 1990s movement dubbed letteratura giovanile, that is juvenile literature that is simplistic, targets a young audience and is created for the sole purpose of making money. This criticism is unwarranted. Baricco is a multitalented author who pays strict attention to the quality of his work and weaves plotlines replete with a diverse set of genres, literary devices and symbolism, often inspired by other great writers and thinkers. However, literary critics have yet to acknowledge one of Baricco's strongest and most important influences: Homer, the ancient Greek bard and author of the epic poems, the Iliad and the Odyssey. Taking Baricco's work in a Homeric context can aid in viewing it as valid and important work, worthy of scholarly discussion and interpretation, rather than, as some critics accuse, a one-dimensional story meant only for children. This paper will argue that Baricco's work is Homeric and, in fact, Baricco's implementation of many of Homer's devices, such as his understanding of his audience and use rhythmic language and stereotyped story patterns, has aided Baricco's great success and popularity.

Lost Youth : successfully introduced by Jennie Goldstein in Max Gabel's comedy drama "Ferlorene Yugend" at Gabel's Theatre New York City

words and music by David Meyerowitz. [Arr. by Jack Kammen]