Microsatellites provide evidence for Y chromosome diversity among the founders of the New World

Recently, Y chromosome markers have begun to be used to study Native American origins. Available data have been interpreted as indicating that the colonizers of the New World carried a single founder haplotype. However, these early studies have been based on a few, mostly complex polymorphisms of insufficient resolution to determine whether observed diversity stems from admixture or diversity among the colonizers. Because the interpretation of Y chromosomal variation in the New World depends on founding diversity, it is important to develop marker systems with finer resolution. Here we evaluate the hypothesis of a single-founder Y haplotype for Amerinds by using 11 Y-specific markers in five Colombian Amerind populations. Two of these markers (DYS271, DYS287) are reliable indicators of admixture and detected three non-Amerind chromosomes in our sample. Two other markers (DYS199, M19) are single-nucleotide polymorphisms mostly restricted to Native Americans. The relatedness of chromosomes defined by these two markers was evaluated by constructing haplotypes with seven microsatellite loci (DYS388 to 394). The microsatellite backgrounds found on the two haplogroups defined by marker DYS199 demonstrate the existence of at least two Amerind founder haplotypes, one of them (carrying allele DYS199 T) largely restricted to Native Americans. The estimated age and distribution of these haplogroups places them among the founders of the New World.

Obesidade e genes candidatos: estudo de associação em populações quilombolas do Vale do Ribeira-SP

A obesidade comum é atualmente um dos problemas de saúde pública mais importante no mundo, frequentemente associada a outros distúrbios tais como hipertensão, diabetes, doenças cardiovasculares e câncer. Apesar da alta prevalência de obesidade em diversas populações, muitos dos estudos relacionados aos seus fatores de risco genéticos foram realizados com indivíduos de ascendência europeia ou asiática, mas foram poucos os realizados com populações de origem africana ou nativas americanas. Nosso trabalho tem por objetivo geral investigar potenciais fatores de risco genéticos associados ao sobrepeso e à obesidade em populações afrodescendentes remanescentes de quilombos do Vale do Ribeira - SP, comunidades rurais semi-isoladas, previamente bem caracterizadas do ponto de vista clínico, genealógico e genético-populacional. Nossa amostra constituiu-se de 759 indivíduos, pertencentes a doze populações de remanescentes de quilombos (Abobral, São Pedro, Galvão, Ivaporunduva, Pedro Cubas, André Lopes, Nhunguara, Sapatu, Pilões, Maria Rosa, Poça e Reginaldo), dos quais foram obtidos amostras de DNA, dados clínicos, informações genealógicas e medidas antropométricas. A investigação dos fatores de risco genéticos associados ao sobrepeso/obesidade foi realizada por duas abordagens: (1) estudo de associação baseado em famílias (N = 584, 59 famílias) e (2) estudo de associação populacional com indivíduos não aparentados (N=305). Foram selecionados para estudo nove polimorfismos em oito genes candidatos: LEP rs2167270, LEPR rs1137101, ADRB2 rs1042713, PPARG rs1801282, PLIN1 rs2289487, RETN rs1862513, INSIG2 rs7566605, FTO rs1121980 e FTO rs1421085. As análises de associação baseadas em família indicaram que, nessas populações, apenas o polimorfismo PLIN1 rs2289487 está associado significativamente com o grupo de risco em relação à razão cintura-quadril (RCQ >=0,85 para mulheres e >=0,90 para homens; P=0,013). Aparentemente não existem trabalhos anteriores que verificaram a associação deste polimorfismo com a obesidade por essa metodologia. As análises do estudo populacional com indivíduos não aparentados mostraram associação significativa entre: (i) o alelo G no polimorfismo LEPR rs1137101 e a variação do índice de massa corporal (IMC; P=0,027); (ii) o alelo G do polimorfismo LEPR rs1137101 e o fenótipo de sobrepeso/obesidade (IMC>=25 Kg/m²; P=0,027); (iii) o alelo G no polimorfismo ADRB2 rs1042713 e o fenótipo de risco (IMC>=25 Kg/m²; P=0,029); (iv) o polimorfismo PLIN1 rs2289487 (genótipo GG) e os menores valores do IMC (P=0,025); (v) o polimorfismo FTO rs1121980 (alelo G) e o fenótipo de risco (IMC>=25 Kg/m²), assim como a variação do IMC (P=0,037 e P=0,022 respectivamente); e (vi) o alelo A no polimorfismo FTO rs1421085 e maiores valores da circunferência da cintura (Cc; P=0,016) e da razão cintura-quadril (RCQ; P=0,030). Tomados em conjunto, nossos resultados sugerem a participação dos genes LEP, LEPR, ADRB2, PLIN1 e FTO no aumento da predisposição ao sobrepeso e à obesidade nas populações remanescentes de quilombos. Por fim, as elevadas estimativas de herdabilidade dos três fenótipos investigados (IMC=33%, Cc=33% e RCQ=70%) reforçam a relevância do papel dos fatores genéticos no acúmulo de gordura corporal. O trabalho apresentado é resultado de uma investigação cuidadosa sobre os componentes genéticos associados à regulação do peso corporal em uma população brasileira afrodescendente (com características históricas, ambientais e genéticas peculiares), corroborando a hipótese de que a obesidade comum nas populações quilombolas do Vale do Ribeira é condicionada por um mecanismo poligênico modulado por fatores ambientais importantes como o sedentarismo e a transição nutricional

Raluca L. Radulescu and Cory James Rushton, eds. 2009: A Companion to Medieval Popular Romance. Studies in Medieval Romance 10. Cambridge: D. S. Brewer. XIV + 209 pp. ISBN 9781843841920

This review is part of a research project funded by the Spanish Ministry of Science and Innovation (ref. FFI 2008-02165).

Resonance of Unseen Things : Poetics, Power, Captivity, and UFOs in the American Uncanny /

'The Resonance of Unseen Things: Power, Poetics, Captivity and UFOs in the American Uncanny' offers an ethnographic meditation on the “uncanny” persistence and cultural freight of conspiracy theory. The project is a reading of conspiracy theory as an index of a certain strain of late-20th century American despondency/malaise, especially as experienced by people experiencing downward social mobility. Written by a cultural anthropologist with a literary background, this is a deeply interdisciplinary project that focuses on the enduring American preoccupation with captivity in a rapidly transforming world. Captivity is a trope that appears in both ordinary and fantastic iterations here, and this book shows how multiple troubled histories—of race, class, gender and power—become compressed into stories of uncanny memory.

The Commodification and Appropriation of African-American Vernacular Dances

Thesis (Master's)--University of Washington, 2016-06

Orientations in Time: Music and the Construction of Historical Narrative in 20th and 21st Century African-American Literature

Thesis (Ph.D.)--University of Washington, 2016-06

HIV Status Disclosure among Older African American Men Who Have Sex with Men and Women

Thesis (Ph.D.)--University of Washington, 2016-06

Biology and phenology of the eriophyid mite, Floracarus perrepae, on its native host in Australia, Old World climbing fern, Lygodium microphyllum

The biology and phenology of the eriophyid mite, Floracarus perrepae Knihinicki and Boczek,a potential biological control agent of Lygodium microphyllum (Cav.) R. Br., was studied in its native range - Queensland, Australia. F. perrepae forms leaf roll galls oil tile subpinnae of L. microphyllum. It has a simple biology, with females and males produced throughout the year. Tile Population was female biased at 10.5 to 1. The immature development time was 8.9 ± 0.1 and 7.0 ± 0.1 days; adult longevity was 30.6 ± 1.6 and 19.4 ± 1.2 days and mean fecundity per female was 54.5 ± 3.2 and 38.5 ± 1.6 eggs at 21 and 26 ° C, all respectively. Field studies showed that tile mite was active year round, with populations peaking when temperatures were cool and soil moisture levels were highest. Two species of predatory mites, Tarsonemus sp. and a species of Tydeidae, along with the pathogen Hirsutella thompsonii, had significant effects oil all life stages of F. perrepae. Despite high levels of predators and the pathogen, F. perrepae caused consistent damage to L. microphyllum at all the field sites over the entire 2 years of the study.

The experiences of Cuban American women attending a Hispanic serving institution and the influences on identity development

The purpose of this study was to gain an understanding and gather insight into the experiences of Cuban American women attending a 4-year, public, Hispanic Serving Institution and how those experiences influenced their identity development. This was accomplished by conducting in-depth interviews and focus groups with 12 self-identified Cuban American women who were classified as sophomores, juniors, seniors, or graduate students. All of the participants had attended Florida International University for at least 1 year. The women had varying degrees of on and off campus academic and campus involvement activities. Participants were asked about six topics: (a) family, (b) cultural influences, (c) gender, (d) ethical and moral development, (e) education, and (f) ethnic identity. Based on the coding of the data provided by the participants, several interconnected themes emerged including the importance of family, familial support, cultural pride, expected gender roles, core values, decision making, biculturalism, and the value of attending a Hispanic Serving Institution. These themes were found to be all related to the identity development of the participants. It was found that looking at identity through a multidimensional lens is essential. Looking at personal growth and development through anthropological, sociological, and psychosocial lenses gave greater insight to a population of students who have been largely underrepresented in the literature. The findings of this case study are that culture is contextual and identity development is complex for first and second generation Cuban American women attending a Hispanic Serving Institution in a majority minority city. It was found that several factors, including the importance of family and gender roles, were not found to be more important than one another; rather they supported each other in regards to the participants' identity development. The notion of biculturalism as it has been presented in the literature was challenged in this study as it was found that the participants' experiences living and attending a school in a majority minority city presented a new way of understanding what it might mean to be bicultural. For professionals in the field, the findings of this study may lead to a broader understanding of nuances within the Hispanic community and a better understanding of the distinctiveness of what it means to be a Cuban American woman.

Stereotype threat and the standardized testing experiences of African American children at an urban elementary school

Stereotype threat (Steele & Aronson, 1995) refers to the risk of confirming a negative stereotype about one’s group in a particular performance domain. The theory assumes that performance in the stereotyped domain is most negatively affected when individuals are more highly identified with the domain in question. As federal law has increased the importance of standardized testing at the elementary level, it can be reasonably hypothesized that the standardized test performance of African American children will be depressed when they are aware of negative societal stereotypes about the academic competence of African Americans. This sequential mixed-methods study investigated whether the standardized testing experiences of African American children in an urban elementary school are related to their level of stereotype awareness. The quantitative phase utilized data from 198 African American children at an urban elementary school. Both ex-post facto and experimental designs were employed. Experimental conditions were diagnostic and non-diagnostic testing experiences. The qualitative phase utilized data from a series of six focus group interviews conducted with a purposefully selected group of 4 African American children. The interview data were supplemented with data from 30 hours of classroom observations. Quantitative findings indicated that the stereotype threat condition evoked by diagnostic testing depresses the reading test performance of stereotype-aware African American children (F[1, 194] = 2.21, p < .01). This was particularly true of students who are most highly domain-identified with reading (F[1, 91] = 19.18, p < .01). Moreover, findings indicated that only stereotype-aware African American children who were highly domain-identified were more likely to experience anxiety in the diagnostic condition (F[1, 91] = 5.97, p < .025). Qualitative findings revealed 4 themes regarding how African American children perceive and experience the factors related to stereotype threat: (1) a narrow perception of education as strictly test preparation, (2) feelings of stress and anxiety related to the state test, (3) concern with what “others” think (racial salience), and (4) stereotypes. A new conceptual model for stereotype threat is presented, and future directions including implications for practice and policy are discussed.

Through the prisms of gender and power: Agency in international courtship between Colombian women and American men

Since 1999 Colombia has experienced dramatic increases in emigration, particularly the emigration of women towards the U.S. as fiancées of U.S. citizens or residents. Parallel to this trend is the increased number of websites facilitating these Colombian-American matches. This dissertation investigates the agency of Colombian women and American men who pursue romantic courtship through the services of International Marriage Brokers (IMBs) from the “Gendered Geographies of Power” (GGP) framework of analysis. It examines how both groups’ social locations, their positioning in multiple axes of differentiation including gender, nationality and social class, affects how and why they exert their agency across and within different geographic scales. Most importantly, it investigates the role the imagination plays (imagination work) in both men and women’s agency, an aspect of the GGP framework that has been under-researched and theorized to date. The research also finds that this imagination work is promoted and cultivated in deeply gendered ways by IMBs seeking to profit off this transnational courtship. ^ Employing data collected via interviews and content analysis of IMBs’ websites, the dissertation analyzes comparatively the expectations each group (women, men and IMBs) bring to their imagination work and experiences of the courtship marketplace. A central question posed and answered in the dissertation is “What do women and men courting each other in cyberspace seek and do they find it?” The dissertation finds that the men seek “traditional” women and the women seek “liberated” less “macho” men. Ironically, the men find Colombian women who are among the most “liberated” women in their homeland but who downplay this aspect of themselves in order to strategically find a more modern man and migrate abroad where they expect to find greater personal and professional opportunities.^

Language learning strategy use by colombian adult English language learners: A phenomenological study

The purpose of this phenomenological study was to describe how Colombian adult English language learners (ELL) select and use language learning strategies (LLS). This study used Oxford’s (1990a) taxonomy for LLS as its theoretical framework. Semi-structured interviews and a focus group interview, were conducted, transcribed, and analyzed for 12 Colombian adult ELL. A communicative activity known as strip story (Gibson, 1975) was used to elicit participants’ use of LLS. This activity preceded the focus group session. Additionally, participants’ reflective journals were collected and analyzed. Data were analyzed using inductive, deductive, and comparative analyses. Four themes emerged from the inductive analysis of the data: (a) learning conditions, (b) problem-solving resources, (c) information processing, and (d) target language practice. Oxford’s classification of LLS was used as a guide in deductively analyzing data concerning the participants’ experiences. The deductive analysis revealed that participants do not use certain strategies included in Oxford’s taxonomy at the third level. For example, semantic mapping, or physical response or sensation was not reported by participants. The findings from the inductive and deductive analyses were then compared to look for patterns and answers to the research questions. The comparative analysis revealed that participants used additional LLS that are not included in Oxford’s taxonomy. Some examples of these strategies are: using sound transcription in native language and help from children. The study was conducted at the MDC InterAmerican campus in South Florida, one of the largest Hispanic-influenced communities in the U.S. Based on the findings from this study, the researcher proposed a framework to study LLS that includes both external (i.e., learning context, community) and internal (i.e., culture, prior education) factors that influence the selection and use of LLS. The findings from this study imply that given the importance of the both external and internal factors in learners’ use of LLS, these factors should be considered for inclusion in any study of language learner strategies use by adult learners. Implications for teaching and learning as well as recommendations for further research are provided.

Engagement experiences of Hispanic Generation 1.5 English language learners at a Massachusetts community college

Hispanic Generation 1.5 students are foreign-born, U.S. high school graduates who are socialized in the English dominant K-12 school system while still maintaining the native language and culture at home (Allison, 2006; Blumenthal, 2002; Harklau, Siegal, & Losey, 1999; Rumbault & Ima, 1988). When transitioning from high school to college, these students sometimes assess into ESL courses based on their English language abilities, and because of this ESL placement, Hispanic Generation 1.5 students might have different engagement experiences than their mainstream peers. Engagement is a critical factor in student success and long-term retention because students’ positive and negative engagement experiences affect their membership and sense of belonging at the institution. The purpose of this study was to describe the engagement and membership experiences of Hispanic Generation 1.5 students’ at a Massachusetts community college. This study employed naturalistic inquiry within an embedded descriptive case study design that included three units of analysis: the students’ engagement experiences in (a) ESL courses, (b) developmental courses, and (c) mainstream courses. The main source of data was in-depth interviews with Hispanic Generation 1.5 students at Commonwealth of Massachusetts Community College. Criterion sampling was used to select the interview participants, ensuring that all participants were native Spanish speakers and were taking or had taken at least one ESL course at the institution. The study findings show that these Hispanic Generation 1.5 students at the college did not perceive peer engagement as critical to academic success. Most times the participants avoided peer engagement outside of the classroom, especially with fellow Hispanic students, who they felt would deter them from their English language development and general academic work. Engagement with ESL faculty and ESL academic support staff played the most critical role in the participants’ sense of belonging and success, and students who were required to engage with faculty and academic support staff outside of the classroom were the most satisfied with their educational experiences. While the participants were all disappointed with some aspect of their ESL placement, they valued the ESL engagement experiences more than the engagement experiences while completing developmental and credit coursework.

Imah on the bimah: Gender and the roles of Latin American Conservative congregational rabinas

The aim of this research is to analyze the impact of gender on the work of Latin American rabinas within Conservative congregations in Latin America. The fact that women’s roles in Latin America and in Judaism have been traditionally linked to nurturing and caring serves as the point of departure for my hypothesis, which is that the role rabinas play within their congregations is also linked to those traits. In this research I utilize a social scientific approach and qualitative methodology, conducting personal interviews with the rabinas. While this work proves that Conservative congregations in Latin America are gendered, my research demonstrates that this gendered division of labor does not have a negative impact on the work of rabinas. On the contrary, by embracing attributes of womanhood and motherhood rabinas become imah (mother) on the bimah (pulpit), educating, caring, and nurturing their congregations in a special and unique way.^