Browsing by Subject "College of Arts, Humanities, and Social Sciences"

Now showing 1 - 15 of 15
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    Confluence (2021-2022)
    (University of Minnesota Duluth, 2022) University of Minnesota Duluth. College of Arts, Humanities, and Social Sciences
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    Confluence (2022-2023)
    (University of Minnesota Duluth, 2023) University of Minnesota Duluth. College of Arts, Humanities, and Social Sciences
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    Confluence (2023-2024)
    (University of Minnesota Duluth, 2024) University of Minnesota Duluth. College of Arts, Humanities, and Social Sciences
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    The Cost of Colonialism: A Global Health Crisis for Trans and Queer Communities (2023-03-22)
    (2023) University of Minnesota Duluth. Women, Gender and Sexuality Studies Program
    A conversation with Dr. Mehrub Moiz Awan and Dean Jeremy Youde, moderated by Professor Devaleena Das. Dr. Mehrub Moiz Awan is a Pakistani khwajasira* rights activist, performance artist, and global policy practitioner with a strong interest in postcoloniality, indigenous wisdom, and the intersections of class, race, gender and sexuality. She was a Fulbright scholar at George Washington University, and is a Doctor of Medicine and a Master of Global Health Policy. *Khwajasira is an indigenous South Asian gender-spirituality and gender-identity recognized by the Government of Pakistan as a gender separate from man and woman. Dr. Jeremy Youde is the Dean of UMD's College of Art, Humanities, and Social Sciences. He has a Ph.D. in Political Science and is an internationally-recognized expert on global health politics and the former chair of the Global Health Section of the International Studies Association. Dr. Devaleena Das is an associate professor of Women, Gender & Sexuality Studies. Her intellectual and pedagogical labor focuses on transnational analysis of gender, sexuality, race, and human bodies across the borders of cultures, disciplines and geography.
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    Creating a Dichotomous Key for the Identification of Trade Axes (1600-1900) in the Western Great Lakes Region, version 1.2022
    (2022-12-07) Jones, Jennifer E; Bruentrup, Hannah Rose; Colberg, Alli; Herman, Adam M; Krzyzaniak, Jesse; Nelson, Race; Roering, Trinity; Soderberg, Sarah; Sybrant, Holly; Walpole, Erin; Peterson, David H
    This report is the result of a semester-long project in an advanced archaeological methods course at the University of Minnesota Duluth (UMD). The goal of this research was to create a trade axe identification guide for museum curators using a technique called the dichotomous key. Carried out in the Fall of 2022 as the laboratory component of a class, the intent of the project was to teach students data collection, analysis, and dissemination through hands-on work.
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    The Effects of a Living-learning Community within the Department of World Languages and Cultures
    (2024-04) Williams, Molly S
    As the Resident Advisor for the University of Minnesota-Duluth’s inaugural year of the World Languages and Cultures Living-Learning Community (WLC LLC), Molly Williams conducted a comprehensive study of the community’s effectiveness over the course of a year. The study delves into the academic and social impact on first-year students’ transition to higher education within this unique LLC, where students study Spanish, German, French, or Chinese. Employing an autoethnographic approach, data was collected quantitatively and qualitatively through observations, interviews, and surveys. The research has yielded valuable insights that contribute to the growth of the WLC LLC at UMD, shedding light on effective strategies for building a robust social and academic foundation.
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    Fall 2022 Visiting Writer: Taylor Brorby (2022-09-22)
    (2022) University of Minnesota Duluth. Department of English, Linguistics, and Writing Studies
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    Listening to First Generation College Students: Self-Reported Needs and Campus Stigma
    (2024) Rogge, Linnea; Docka-Filipek, Danielle
    First-gen college students have unique needs and experiences that are often out of the scope of quantitative data collection, which has led to an abundance of research that focuses solely on the achievement gap between first-gens and their continuing-gen peers, while leaving out the full picture of what contributes to this difference in outcomes. When first-gens speak of their lived experiences we found gaps in the “safety net” of campus-based resources contribute to processes that lengthen time to degree completion, higher stress levels, and feelings of isolation.
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    Minneapolis 1967 & 2020: An Analysis of Uprisings as the Manifestation of Inequities in the Urban Landscape
    (2023-04-20) Maras, Tony
    Many American cities, including Minneapolis, have a long history of racism built into the urban fabric. By implementing racial covenants and through the process of redlining, the city was segregated on the basis of race, religion, and class. These forms of explicit segregation led to community disenfranchisement and created a strained atmosphere like a powder keg waiting to explode. The 1967 Plymouth Avenue Uprising in the Near Northside neighborhood was a response to the decades of neighborhood divestment and isolation. Plymouth Avenue marked a turning point in the history of Minneapolis. In the decades following the uprising, the city underwent extensive renewal projects with the goal of creating the model city of the 20th century. The city would also diversify in tandem, changing the image of what it means to be a Minneapolitan. Community leaders in 1967 prophesied that if the city didn’t undertake radical change that addressed the root problems behind the Plymouth Avenue uprising, tensions would continue to simmer and eventually would erupt once again. These words rang true in 2020 with the murder of George Floyd and the subsequent uprising that was on a scale never before seen in Minneapolis. Analysis of the two instances of upheaval in the city’s history offers a number of crucial lessons from the past that look to the future. Historical and comparative analysis was conducted using primary and secondary source material. This analysis has led to the identification of parallels between the two uprisings and a call for reckoning. Racist practices continue to impact the trajectory of Minneapolis's history, and we cannot continue on this path.
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    The Perceived Value of English in Moroccan Society Across Generational Lines
    (2024-04-18) Broten, Johanna C
    The importance of English cannot be ignored. Increasingly, non-native speakers need to communicate and interpret information in the English language worldwide. Morocco is no exception. Because of the growing importance of international tourism in Morocco and the rise of its status on the global stage, this research seeks to better understand the instrumentality and desirability of the English language in the eyes of Moroccans. The current understanding of the value of English in Morocco exists primarily from the perspective of students, providing an important but incomplete view of the importance of English in Moroccan society. To gain a fuller understanding of its perceived value, this research examines the attitudes and opinions of people across generational lines. This research was guided by the question “What is the perceived value of English in Moroccan society across generational lines?” We answered this question through a survey that gathered information on demographics, English language background, English use (e.g. what percent of your daily conversations are in English?), and English attitudes (e.g. how important do you think English will be in your future?). After comparing responses across generational lines to identify any important differences, we found a strong correlation between attitudes towards English and actual use of the language suggesting that English is highly valued in Morocco, especially among the younger generation.
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    Reimagining Leadership: The Courtship of Change (2022-03-18)
    (2022) Hodges, Carolyn R; Welch, Olga M; University of Minnesota Duluth. Office of Diversity and Inclusion
    Authors of Truth Without Tears: African American Women Deans Share Lessons in Leadership (Harvard Education Press, 2018), Carolyn R. Hodges and Olga M. Welch explore conundrums of leadership which arise from leadership models that privilege certain profiles and dispositions and rely on formulas or “recipes” for success.
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    The Relationship Between Musical Composition and Emotional Response
    (2024-03-13) Kroeger, Caleb N
    This research project, supported by the Undergraduate Research Opportunity Program (UROP) at the University of Minnesota Duluth, aimed to investigate the psychological effects of different musical compositions on individuals' emotional responses. Drawing on existing literature linking music to emotional reactions, the study hypothesized distinct emotional reactions to compositions varying in tempo, dynamics, and key. The research involved administering unique musical compositions to four experimental groups, each representing different tempo, dynamic, and key combinations. Participants then completed a Thematic Apperception Test (TAT) to assess their emotional responses. Results from a MANOVA test indicated a statistically significant difference in emotional reactions among the experimental groups, confirming the hypothesis and highlighting the impact of musical composition elements on emotional states. The findings contribute valuable insights into the complex interplay between music and emotions, with implications for fields such as music therapy, marketing, and entertainment.
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    The Utilization of Filler Words in Relation to Age and Gender
    (2024-04-17) Ruschy, Sarah A
    Filler words play a pivotal role in human communication. This review explores the multifaceted nature of these words through analyzing the early development of filler words as well as their correlation with age and gender. Filler words consist of two subcategories; filled pauses and discourse markers. Examples include ‘um’, ‘uh’, ‘I mean’, ‘like’, and ‘you know’. These words can have distinct and important functions in conversation, contrary to the common association of filler words with disfluency in speech or anxiety. Research suggests that the social factors of age and gender greatly influence filler word usage, as younger females tend to utilize these words and sounds more frequently than any other social group. While societal norms may predispose women to exhibit more accommodating speech patterns with the use of filler words, deeper analysis reveals more complex explanations. These explanations for younger people as well as women using these words more frequently than others include, but are not limited to, the natural maturity of speech with age, heightened awareness of semantic meanings, and a more sophisticated use of the English language. Research gaps in comparing the use of filler words across different languages and with non-native speakers as well as filler words in different conversational settings is advancing. By unpacking the complexities of age and gender in relation to language, this review contributes to a deeper understanding of language dynamics and societal norms. With the recognition of these linguistic patterns in certain societal groups, we can create more inclusive communication between people and better understand human interaction as a whole.