Doctor of Philosophy, The Ohio State University, 2021, Human Ecology: Human Development and Family Science

Children in diverse cultures are socialized to understand, express, and regulate their emotions in ways that are considered adaptive in their culture. In early childhood, parents play an important role to teach children about the feeling rules and display rules of emotions in their culture. Parents' emotion socialization is guided by their goals and beliefs about emotions, which are likely to vary based on the culturally specific value and norm in diverse culture. However, much of the research in the field of emotion socialization was still primarily based on European American families. Research in other cultural groups, including Chinese culture, is key to unpack the role of culture in emotion socialization. The current dissertation attempts to shed light on similarities and differences of maternal emotion socialization and its relations with children's emotional competence both across and within culture. The first chapter provides a general introduction to the current state of literature in the role of parents and culture in emotion socialization and details how the current dissertation will contribute to the field. Chapter 2, 3, and 4 detailed three studies that used data from the same larger cross-cultural study that involved European American mothers from Columbus, Ohio in the United States and Chinese mothers living in Hong Kong and Beijing. The first study was a mixed-methods study that examined the quantitative differences in emotion socialization goals, beliefs, and practices of mothers across the three cultural groups. Importantly, qualitative findings were provided to help explain and contextualize our quantitative findings. Results indicated that Chinese mothers had different emotion socialization beliefs and goals and responded to children's negative emotions differently when compared to European American mothers. Within-cultural differences between Hong Kong and Beijing mothers were also discussed. The third chapter presents a qualitative study that (open full item for complete abstract)

Committee: Xin Feng (Advisor); Sarah Schoppe-Sullivan (Committee Member); Jen Wong (Committee Member); Leslie C. Moore (Committee Member) Subjects: Developmental Psychology; Families and Family Life; Psychology

PhD, University of Cincinnati, 2024, Education, Criminal Justice, and Human Services: Information Technology

Over the past ten years, cyberbullying has become a prevalent issue across various levels of education and society globally. This dissertation delves into the complex landscape of cyberbullying text detection. Through a thorough parametric analysis, it explores the intricacies of cyberbullying text detection research, presenting insights into potential solutions and strategies. A case study is conducted to investigate cultural variations and perceptions of offensiveness, particularly within Ghanaian culture, contributing to a deeper understanding of cyberbullying dynamics. The dissertation also explores strategies for prevention and fostering a safer online environment, along with examining cultural interpretations of technology features. Furthermore, this dissertation focuses on detecting cyberbullying in adversarial text content within social networking site, with a specific emphasis on identifying hate speech. Utilizing a deep learning-based approach with a correction algorithm, this dissertation yielded significant results. An LSTM model with a fixed epoch of 100 demonstrated remarkable performance, achieving high accuracy, precision, recall, F1-score, and AUC-ROC scores of 87.57%, 88.73%, 87.57%, 88.17%, and 91% respectively. The LSTM model's performance surpassed that of previous studies when compared. Additionally, the dissertation offers recommendations for defense strategies against adversarial attacks on AI-based models, providing valuable insights for future research endeavors.

Committee: Nelly Elsayed Ph.D. (Committee Chair); Amanda La Guardia Ph.D. (Committee Member); Zaghloul Elsayed Ph.D. (Committee Member); M. Murat Ozer Ph.D. (Committee Member) Subjects: Information Technology

MA, Kent State University, 2021, College of the Arts / School of Art

With this study I want to use contemporary technology and a hybrid Flipped approach to teach culturally relevant community-based art education utilizing distance learning in rural Appalachia. “The interchange of information differentiated curricular, and teaching strategies relevant to teaching artistically talented students in rural areas will benefit not only students and teacher, but local communities as well” (Clark & Zimmerman, 1999, p. 95). With this study I will try to do what Clark and Zimmerman indicate. I used contemporary teaching strategies like a hybrid Flipped Classroom to teach students in remote rural areas of Appalachia using local artists and community-based art as a source to create an environment where students learning virtually and students learning in brick-and-mortar classrooms can communicate and connect on a more even ground. Questions that guided this research included: Do these new methods improve the virtual students' educational experience? Do these new methods improve the brick-and-mortar students' education experiences? Do they feel more connected to their community, each other, and their teacher? Is communication improved? Are they more motivated with a hybrid Flipped Classroom compared to their previous art instruction, other online classes, or traditional in-class instruction?

Committee: Linda Hoeptner-Poling PhD (Advisor); Robin Vande Zande PhD (Committee Member); Juliann Dorff MA (Committee Member) Subjects: Art Education

Psy. D., Antioch University, 2017, Antioch Seattle: Clinical Psychology

The following study explored the experience of Indian psychotherapists applying Western psychotherapy to Indians. Charmaz' (2006) Grounded theory methodology was utilized. Seven Indian psychotherapists were interviewed. Interview data yielded the theory of Modification as Resistance. Modification as Resistance captured Indian psychotherapists' attempts to modify Western psychotherapy to resist the erosion of local ways of healing due to the dominance of Western science. Results add to existing critiques of Western psychotherapy applied to Eastern populations. Recommendations based on results are offered to facilitate evidence-based practice (American Psychological Association [APA], 2006) with diverse populations. This dissertation is available in open access at AURA http://aura.antioch.edu/ and Ohio Link ETD Center, https://etd.ohiolink.etd.

Committee: Jude Bergkamp Psy.D. (Committee Chair); Michael Sakuma Ph.D. (Committee Member); Bettleyoun Barbara Ph.D. (Committee Member) Subjects: Asian Studies; Counseling Psychology; Psychology

MA, University of Cincinnati, 2013, Design, Architecture, Art and Planning: Art History

Ai Weiwei has emerged as an important politically active force on the international art scene in the last 5 years. The artist's background and his two series, A Study of Perspective and Dropping the Urn, both began in 1995, played a major role in launching him to international fame as a political activist and artist. In my introduction, I will introduce Ai Weiwei and establish his place in the world as a politically active artist working in China. In subsequent chapters, I will discuss A Study of Perspective and Dropping the Urn in terms of how they, by offering an idea of dissensual thought towards pre-existing notions of reverence for monuments and artifacts were at the forefront of his political art-making career and his political activism.

Committee: Kimberly Paice Ph.D. (Committee Chair); Maureen Buri M.A. (Committee Member); Morgan Thomas Ph.D. (Committee Member) Subjects: Art History

EdD, University of Cincinnati, 2008, Education : Literacy

In this study I investigated the ways in which the implementation of Technology-Mediated Activities (TMA) provided third grade Latino children with opportunities to appropriate the second language (L2) skills and subject-matter knowledge that they need to attain before the fourth grade slump. In this study I also documented the ways in which the TMA implemented provided affordances and constraints to not only the Latino children but also to their English as a Second Language (ESL) and content area teachers. Furthermore, in this study I investigated the impact that the implementation of such TMA had on the Latino children's academic achievement. The participants in this study were 21 third grade Latino children and six teachers (four content area teachers and two ESL teachers) from three public schools (two urban schools and one suburban school) in the Midwest U.S. To achieve the research purpose, I used Cultural Historical Activity Theory as a macro-theoretical framework, supplemented with a Concurrent Triangulation Mixed-Method design for data collection and analyses. Data collection techniques included observations, think-aloud protocols, and summative evaluation data, among others. Findings indicate that the utilization of various kinds of TMA gave Latino children opportunities to appropriate the target content (i.e., L2 and subject-matter knowledge) when they were deliberately making connections between the new knowledge they were learning in the classroom and a vast array of prior and present experiences. Findings also revealed that the affordances and constraints from enacting TMA were dependent on the kind of instructional approach that was used to meet the needs of these Latino learners, on who the agent was, and on where the agent was positioned in the larger context. The impact that enacting the TMA had on the Latino children participants included co-constructing knowledge with more and less knowledgeable others, using the L2 as a semiotic tool to explain (open full item for complete abstract)

Committee: Gulbahar Beckett Ph.D. (Committee Chair) Subjects: Education; Elementary Education; Language; Linguistics; Mathematics Education; Reading Instruction; Teaching; Technology

Master of Arts in Education, Defiance College, 2008, Education

Twenty-four ninth grade students enrolled in a rural Midwest high school participated in the study. The purpose of the study was to investigate the use of cultural perspective engagement activities as a teaching strategy for a unit in a World History class in order to determine if students' analytical thinking skills increased when the strategy was implemented. Three cultural perspective engagement activities were implemented daily during a unit on the European Theater of World War II. There were increases in analytical thinking skills as measured by an initial pre-assessment of analytical thinking skills given prior to the implementation of the strategy compared with a post-assessment of analytical thinking skills given after the implementation of the strategy.

Committee: Jo Ann Burkhardt (Advisor) Subjects: History; Social Studies Education