The present study investigated the perceptions and attitudes of two groups each of ESL teachers and students in the United States regarding World Englishes (WE) pronunciations before and after watching a video on WE accents. Data gathered via online surveys were analyzed using a combination of quantitative and qualitative methods. The results show that the perceptions of the teachers in the study ranged from somewhat negative to mildly positive, both pre-and post-video, which is consistent with Brown's (1993) findings that teachers' perceptions changed little if at all after being briefly exposed to WE stimuli. The education of the teachers in this study did not seem to influence their responses, either. Both groups of teachers responded almost identically even though the Midwest (MW) teachers' education ranged from no TESOL training to MA TESOL and all the teachers in the Northwest (NW) had MA TESOL degrees. These teachers' exposure to WE topics also varied greatly from teacher to teacher. Although the results of the study could not establish a correlation between lack of WE exposure and lack of WE classroom implementation, the teacher responses were, again, consistent with the literature in that the advantages of WE implementation are often appreciated only after extensive training on the matter. Student results were slightly more encouraging than their teachers', as students were generally more enthusiastic about WE before and after stimuli. A majority of students surveyed expressed they would like their teachers to incorporate more WE materials into their lessons and, after watching the video, all but one student indicated they would take an Accents of the World class as they considered it "important to learn about the ways people in other parts of the world speak English". i Dedication I dedicate this study to Dr. Kimberley Brown, my thesis advisor, inexhaustible fountain of knowledge, and main supporter throughout this process. Your compassion and encouragement through difficult times inspired me to push ahead even when I doubted myself. I am forever grateful for your guidance and support. I also dedicate this study to non-native ELTs everywhere. Because I know how challenging it can be, at times, to be one. ii Acknowledgments I would like to thank my husband and the best partner in life I could have hoped for, Adam, for supporting me every step of the way. I would have never been able to devote this much time and effort to this study without your loving support and encouragement. I would also like to thank my committee advisors, Dr. Lynn Santelmann and Dr. Jeff Conn, for their thoughtful insights and feedback. Lastly, I would like to thank my friend, Eric, for listening to endless chatter about WE and linguistics, just because he is that great a friend.

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A fluidized bed-chemical vapor deposition (FB-CVD) process was designed and established in a two-part experiment to produce zirconium nitride barrier coatings on uranium-molybdenum particles for a reduced enrichment dispersion fuel concept. A hot-wall, inverted fluidized bed reaction vessel was developed for this process, and coatings were produced from thermal decomposition of the metallo-organic precursor tetrakis(dimethylamino)zirconium (TDMAZ) in highpurity argon gas. Experiments were executed at atmospheric pressure and low substrate temperatures (i.e., 500 to 550 K). Deposited coatings were characterized using scanning electron microscopy, energy dispersive spectroscopy, and wavelength dis-persive spectroscopy. Successful depositions were produced on 1 mm diameter tungsten wires and fluidized ZrO 2 -SiO 2 microspheres (185 to 250 µm diameter) with coating thicknesses ranging from 0.5 to 30 μm. The coating deposition rate was nominally estimated to be 0.04 ± 0.02 µm/h. The ZrN coating adhered to the microspheres, but there was a significant oxygen and possible carbon contamination.

The present study investigated the perceptions and attitudes of two groups each of ESL teachers and students in the United States regarding World Englishes (WE) pronunciations before and after watching a video on WE accents. Data gathered via online surveys were analyzed using a combination of quantitative and qualitative methods. The results show that the perceptions of the teachers in the study ranged from somewhat negative to mildly positive, both pre-and post-video, which is consistent with Brown's (1993) findings that teachers' perceptions changed little if at all after being briefly exposed to WE stimuli. The education of the teachers in this study did not seem to influence their responses, either. Both groups of teachers responded almost identically even though the Midwest (MW) teachers' education ranged from no TESOL training to MA TESOL and all the teachers in the Northwest (NW) had MA TESOL degrees. These teachers' exposure to WE topics also varied greatly from teacher to teacher. Although the results of the study could not establish a correlation between lack of WE exposure and lack of WE classroom implementation, the teacher responses were, again, consistent with the literature in that the advantages of WE implementation are often appreciated only after extensive training on the matter. Student results were slightly more encouraging than their teachers', as students were generally more enthusiastic about WE before and after stimuli. A majority of students surveyed expressed they would like their teachers to incorporate more WE materials into their lessons and, after watching the video, all but one student indicated they would take an Accents of the World class as they considered it "important to learn about the ways people in other parts of the world speak English". i Dedication I dedicate this study to Dr. Kimberley Brown, my thesis advisor, inexhaustible fountain of knowledge, and main supporter throughout this process. Your compassion and encouragement through difficult times inspired me to push ahead even when I doubted myself. I am forever grateful for your guidance and support.

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