• "¿Y este teatrillo se llama 'realidad'?": La (re)presentación de realidades sexuales y de género en seis dramaturgas mexicanas contemporáneas"

      Morell, Hortensia R., 1951-; Aldarondo, Hiram; Lorenzino, Gerardo; Cypess, Sandra Messinger (Temple University. Libraries, 2009)
      He estudiado seis obras de teatro en un acto por dramaturgas mexicanas contemporáneas a la luz de las teorías del feminismo materialista y las de la construcción cultural y social del género y la sexualidad para verificar cómo todas ellas cuestionan la realidad dominante y su carácter natural. Las obras analizadas son Feliz nuevo siglo doktor Freud (2000) de Sabina Berman, La coincidencia (1994) de Leonor Azcárate, Tren nocturno a Georgia (1994) de María Luisa Medina, Nocturnos (2003) de Edna Ochoa, Plagio de palabras (2000) de Elena Guiochins y Oste ni moste (2002) de Denisse Zúñiga. En las seis obras estudiadas aquí he intentado demostrar cómo una temática común--la construcción social y cultural del género y la sexualidad--establece un diálogo entre dramaturgas de diferentes generaciones. Cada obra propone de manera diferente la posibilidad de una recreación existencial de una identidad cultural: en Feliz nuevo siglo doktor Freud Berman examina el caso famoso de Dora desde las perspectivas freudiana y feminista para demostrar cómo diferentes interpretaciones pueden producir realidades dispares; en La coincidencia Azcárate cuestiona la identidad de género en una sociedad donde los medios de comunicación participan en la construcción de la identidad personal; Medina en Tren nocturno a Georgia concibe la identidad sexual como un papel teatral para desmentir la heterosexualidad compulsiva; en Nocturnos Ochoa presenta la imitación de los papeles de género por una pareja matrimonial para negar la asociación natural entre el sexo y la identidad de género; en Plagio de palabras la mirada futurista de Guiochins demuestra cómo las categorías de sexualidad y de género cambian constantemente a través del tiempo; Zúñiga en Oste ni moste extiende el examen constructivista a la función de las instituciones religiosas y se vale del teatro de títeres para denunciar el poder eclesiástico.

      Tian, Ying; Koch, Walter J.; Drosatos, Konstantinos; Kosmider, Beata (Temple University. Libraries, 2019)
      Alveolar epithelium plays a pivotal role in protecting the lungs from inhaled infectious agents. Therefore, the regenerative capacity of the alveolar epithelium is critical for recovery from these insults to rebuild the epithelial barrier and restore pulmonary functions. Here, we show that sublethal infection of mice with Streptococcus pneumonia, the most common pathogen of community-acquired pneumonia, led to exclusive damage in lung alveoli, followed by alveolar epithelial regeneration and resolution of lung inflammation. We show that surfactant protein C-expressing (SPC-expressing) alveolar epithelial type II cells (AECIIs) underwent proliferation and differentiation after infection, which contributes to the newly formed alveolar epithelium. This increase in AECII activities was correlated with increased nuclear expression of Yap and Taz, the mediators of the Hippo pathway. Mice that lacked Yap/Taz in AECIIs exhibited prolonged inflammatory responses in the lung and were delayed in
    • Yes-Associated Protein (YAP) and Transcriptional Co-Activator with PDZ Binding Motif (TAZ) Function in Normal Cerebellar Development and Medulloblastoma

      Kim, Seonhee; Graña-Amat, Xavier; Pearson, Helen E.; Thomas, Gareth; Shore, Scott K. (Temple University. Libraries, 2016)
      The Hippo signaling pathway was first discovered in Drosophila melanogaster and is involved in organ size control by regulating cell proliferation and apoptosis. This well conserved pathway is activated by various signal inputs, including cell-cell contact, mechanotransduction, and G-protein coupled receptors, with signals converging on the downstream effector protein Yap and its homologue Taz, which are transcriptional co-activators. When the Hippo pathway is activated, Yap/Taz are phosphorylated, leading to cytoplasmic retention and degradation, and diminishing their transcriptional activity. Yap has also been recently implicated as a potential oncogene, as it is upregulated and transcriptionally active in several tumor types. Furthermore, inhibiting Yap activity in various cancer models has been shown to revert cancer cells to a normal phenotype. Although the role of Yap has been described in several organ systems, there is a paucity of information about the function of Yap in the central nervous system. I investigated the function of Yap/Taz in the murine cerebellum to determine its significance during normal development and a potential role for Yap/Taz in medulloblastoma, a tumor that arises in the cerebellum. In Chapter 2, I describe the expression pattern of Yap from embryonic through adult stages in mice, and demonstrate the functional significance of Yap/Taz in different cell populations using conditional knockout mouse models. I show that Yap plays a significant role in cell fate determination as well as in cerebellar foliation: Yap is highly expressed in the ventricular zone and is required for the proper formation of ependymal cells, and is also strongly expressed in Bergmann glia (BG) during early developmental stages, where Yap, together with Taz, plays a significant role in cerebellar foliation. Furthermore, Yap/Taz-deficient BG exhibit migrational defects, as their cell bodies can be found mislocalized to the molecular layer (ML), rather than remaining tightly associated with Purkinje Cells (PCs) in the PC layer. BG support the health of PCs, and severely defective BG positioning eventually leads to a loss of PCs. However, although Yap is highly expressed in granule neuron progenitors (GNPs) during the rapid postnatal expansion stage, it does not appear to play a major role in proliferation of these cells as conditionally knocking-out Yap/Taz in GNPs does not alter their proliferative capacity. Our observations demonstrate that in the cerebellum, Yap has a novel function in glia that is required for the development of normal foliation and organization, but plays a minimal role in GNP proliferation. Importantly, I also show that the reduction of sphingosine-1-phosphate G-protein-coupled receptor (S1P1) signal transduction activates the upstream kinase Lats with concomitant increases of phosphorylated Yap as well as a reduction of the known Yap target connective tissue growth factor (CTGF). This study identifies a novel function of Yap/Taz in cerebellar glia that is required for the development of normal foliation and laminar organization with sphingosine-1-phosphate (S1P) signaling as a potential extracellular cue regulating Yap activity during cerebellar development. In Chapter 3, I present further support for the finding that Yap/Taz are not required for GNP proliferation in vivo by discussing the failure of Yap/Taz loss to rescue the Sonic-hedgehog (Shh) mediated medulloblastoma phenotype, in which GNPs are considered to be the tumor cell of origin. Furthermore, I provide evidence suggestive of a tumor suppressive function of Yap/Taz in the cerebellum. Together, previously unknown functions of Yap in the developing and malignant cerebellum are described, providing a foundation for future studies of Yap in the central nervous system (CNS).
    • Yogic Agency: The Yoga in Composition and Rhetoric

      Goldblatt, Eli; Walters, Shannon; Rey, Terry; Yagelski, Robert (Temple University. Libraries, 2017)
      Eastern practices have an increasing presence in Western locations of human services, such as mental health, hospitals, non-profits, prisons, K-12 education, among others. This trend includes the university and pedagogies of first year writing. The application of Eastern contemplative practice helps some people in certain circumstances, but its use raises questions. In the university classroom, methods like mindfulness meditation and yoga may offer perspectives that inform pedagogy. But, these interventions often lack concrete applicability to course content, oversimplify theoretical foundation of the original Eastern practices, and seem disparate from, rather than integral to, standard curriculum. My dissertation analyzes how yogic practice is already embedded in the discipline of composition and rhetoric. By resignifying rhetorical scholarship as yogic, I shape a new and amalgamated conception of agency deploying yogic and Western perspectives. I call this yogic agency. By constructing, defining, and unraveling the function of yogic agency in the writing classroom, I extract, analyze, and refigure the yogic philosophy and practice as always and already underlying scholarship of composition and rhetoric. My dissertation integrates yogic and rhetorical perspectives into one. I aim to sharpen and clarify of the role of yoga, as well as other alternative Eastern frameworks, in the Western writing classroom. There is sometimes an assumption that yoga is a pedagogical intervention replacing less effective teaching methods. This operates on the notion that our field is in a position of deficit. Instead, I generate yogic agency to illustrate the feeling of having control of one’s worldview as a means to embody a way of perceiving that one already has everything within in order to become rhetorical agents of one’s own life. I am not presenting a new way of teaching and learning but rather, a pronounced vision of the discipline as yoga surfaces within its theories.

      Wadhwa, Monica; Mudambi, Susan; Wattal, Sunil; Hill, Theodore L. (Temple University. Libraries, 2021)
      The rising cost of healthcare remains mystifying on a global scale. Some of the main factors contributing to the exorbitant costs in healthcare are doctors' visits and hospital readmissions, many of which result from preventable diseases, such as obesity. Adoption of simple health practices, such as reducing unhealthy food consumption, could help prevent these diseases. Despite this, a considerable number of adults fail to adopt preventive behaviors. In the current research, we explore how people can be nudged toward adopting healthy practices. Specifically, drawing upon implicit theory (Dweck, Chiu, & Hong1995), we argue and show that people who have a fixed mindset (also known as entity theorists) are likely to engage in more unhealthy consumption, compared with those who have a growth mindset (also known as growth theorists). Our findings show that priming people with a growth mindset, a mindset where people perceive that people and their behaviors can change, reduces unhealthy consumption. The research presented here has significant managerial implications because it could change how we encourage and approach individuals to adopt healthier behaviors through persuasive messaging, resulting in improved health outcomes. Finally, the study results add to the current literature on implicit beliefs can impact people’s behaviors, as well as to literature on persuasive messaging.

      Morrin, Maureen; Luo, Xueming; Eisenstein, Eric; Block, Lauren G. (Temple University. Libraries, 2019)
      This two-essay dissertation explores how sensory aspects of consumption (e.g., food packaging and food texture) influence consumer well-being. Consumers make more than 200 decisions about food every day (HealthDay 2007). Thus, it is of great importance to understand consumers’ relationships with foods (Block 2013). Essay 1 is the first research, to the best of my knowledge, to demonstrate packaging gloss biases consumers’ healthfulness perceptions and, as a result, food preference, choice, and consumption. Nine experiments, including a field experiment, show that people have learned to associate glossy surfaces on snack food packages with unhealthy products, whereas matte surfaces signal with healthier products. We further demonstrate that such associations are due to sensation transference triggered by packaging gloss and are especially true for restrained eaters, who are more sensitive to food healthfulness cues (e.g., Irmak, Vallen, and Rozin 2011). Essay 2 examines the effect of food textures (e.g., crunchy versus chewy) on consumers’ psychological arousal levels. Results from four experiments and a field experiment show that chewing crunchy (versus chewy) foods lead to increased physiological arousal levels, and consumers strategically choose foods as a function of different textures (e.g., crunchy or chewy) to regulate their physiological arousal levels. Specifically, when people want to feel more awake and energetic, they are more likely to choose crunchy snacks over chewy snacks, whereas when they want to feel calmer and more relaxed, they are more likely to opt for chewy snacks. The results of both essays demonstrate the noticeable effects that sensory aspects of consumption (e.g., food packaging and food texture) have on consumers’ biological and psychological welfare.

      Cucchiara, Maia Bloomfield; Jordan, Will; Ravitch, Sharon M.; Woyshner, Christine A. (Temple University. Libraries, 2020)
      Given the trends of increased teacher activism and civic engagement, and the implications of this shift for teachers and schools in general, we need a better understanding of how teacher activism connects to teachers’ views on professionalism. The purpose of this study, then, is to better understand the current growth of politically engaged, activist teachers and the connections they draw between their activism and their role as educators. This study addresses an identified gap in the education reform scholarship around the relationship between teacher activism and teacher professionalism. Education research has looked at teacher activism and a number of different interconnected issues, such as identity (Picower, 2012); unionism (Weiner, 2013); leadership (Little, 2003); and online social networking (Baker-Doyle, 2017), but very few studies have explored teacher activism as it connects to professionalism. Yet without this research, we are left with an insufficient understanding of both what it means to be a teacher in the 21st century U.S. and the ways in which teachers themselves can be agents of social and educational change. Drawing on semi-structured interviews, twelve-months of observations and document analysis this qualitative study explores the experiences of twenty-five teacher activists.
    • Zine Narratives: Subjectivities and Stories of Five Influential Zine Creators

      Hill, Marc Lamont; Goldblatt, Eli; Smith, Michael W. (Michael William), 1954-; Sheridan, Mary P., 1966-; Davis, James Earl, 1960- (Temple University. Libraries, 2009)
      The goal of this research is to examine how zines--self-published alternative magazines that are part of Do It Yourself (DIY) independent media scenes-- are used to assert subjectivities. This research examines the entire bodies of work of five zinesters. It situates the work in New Literacy Studies, narrative research, and other zine scholarship. By exploring zinesters' works as they use it to perform literacy over time, this research redefines zines. It moves zines away from being seen as simply a way for young women to be active cultural producers and situates zines in autobiographical writing where life narratives are created and recreated as zinesters perform differing subjectivities over time. Through narrative analysis, this research looks at the following five zinesters and the subjectivities they perform at different stages in their zine career. Cindy Crabb creates a confessional space within her zines to tell secrets and stories around her body: specifically survivor narratives. Alex Wrekk positions herself as part of the punk scene and transforms her personal identity as she participates in the zine and punk scenes. Kelly Shortandqueer asserts transgender subject positions throughout his zines and the writing of his transnarrative. Lauren Martin creates autographic zines through her artist subjectivity. Davida Breier shares small stories throughout her zines, as is exemplified in her Intros. The results of this work allows for exploration into zines as a cultural literacy practice. More importantly, it examines and defines zines as life-long literacies--those literacy sites that people choose to participate within during varying times of their lives and not only during specific situational occurrences such as school or work--and zine creators as permanent writers. Zines allow a better understanding of what it means to perform literacy work in meaningful ways which permit participants to examine and reexamine, define and redefine, and construct and reconstruct subjectivities as they move through time and various social, cultural, and personal scenes.

      Cannata, David Butler; Schmieder, Eduard, 1948-; Abramovic, Charles; Solow, Jeffrey; Latham, Edward David (Temple University. Libraries, 2018)
      There is no abstract in the dissertation