The Trinity Reporter, Winter 2004

https://digitalrepository.trincoll.edu/reporter/2133/thumbnail.jp

The Trinity Reporter, Fall 2004

https://digitalrepository.trincoll.edu/reporter/2092/thumbnail.jp

A blessing or a curse? An anatomy of the Republic of Cyprus energy program

After the Republic of Cyprus announced its intention to proceed to oil and gas exploration and exploitation research activities back in 2011, it entered a transition period during which it has been transformed from an almost exclusively energy consumer to both an energy producer and an energy hub. This transition has already brought (geo)political and economic benefits, but it has also caused the development of a new field of confrontation between the Republic of Cyprus and the Turkey/Turkish Republic of Northern Cyprus (TRNC) axis. This latest confrontation has raised the question if the exploitation of hydrocarbons can be considered a blessing or a curse for the Republic of Cyprus, at least before the final settlement of the Cyprus issue. This thesis aims to contribute to the discussion related to the energy security of the Republic of Cyprus in the aftermath of the decision to proceed to exploration and exploitation researches and, more precisely, during the period between 2013 and 2018 and also, how it has impacted the state’s foreign policy crisis management mechanism. To do so, the researcher has based the theoretical context of the thesis on Neoclassical Realism and has used two methods of analysis. With reference to the two methods of analysis, this study has based the collection and analysis of the data required to analyze the thesis research question on Political Discourse Analysis (PDA) and Semi-Structured Elite Interviewing

Traditional mentor relationships in the lives of creative people : towards an aesthetic understanding.

Traditional mentor relationships were examined from the perspective of those who work in the creative arts, with a view to establishing the meaning of the relationship and its relevance to human development, psychological well-being, and self-actualisation. The study aimed to examine whether initial research findings in the area of traditional mentoring were transferable (Bennetts, 1994), and sought to produce insight into the metaphysics of the relationship. The term 'mentor' is an honorary title bestowed by a learner. Such relationships form naturally, have a defined pattern and conditions, and promote personal development for both mentor and learner. Thirty five individuals drawn from a variety of creative arts fields were interviewed using a qualitative hermeneutical and heuristic approach. Peak experience and performance are discussed and examined, together with creativity, mental health, and relationship issues. A practical and theoretical interpersonal course for adult learners and derived from initial mentor research, is described and evaluated. Continuing mentor relationships are learner-centred, and are based on trust, respect, and a component encompassing many types of love. If the power within a mentor alliance is abused by the mentor, the mentoring aspect of the relationship ends, although any prior relationship may still continue. Mentor relationships exhibit Rogers' core conditions for learning, and Rogers' conditions for creativity, and this finding both supports and enhances Bennetts' 1994 study. Mentors were shown to promote psychological well-being in childhood, adolescence and adulthood, and also support the self-image, self-esteem and self-worth of the artist. The mentor relationship is described as an art-form, as the mentor utilises an aesthetic communication approach to the artist and the artist's work. Such a description enables the metaphysics of the traditional mentor relationship to be understood in depth. The traditional mentor alliance is viewed as a valid and vital relationship for continuing education and learning

The Venetian Money Market

The long awaited conclusion to the magisterial Money and Banking in Medieval and Renaissance Venice.Originally published in 1997. In 1985 Frederic C. Lane and Reinhold C. Mueller published the magisterial Money and Banking in Medieval and Renaissance Venice, volume 1: Coins and Moneys of Account. Now, after ten years of further research and writing, Reinhold Mueller completes the work that he and the late Frederic Lane began. The history of money and banking in Venice is crucial to an understanding of European economic history. Because of its strategic location between East and West, Venice rapidly rose to a position of preeminence in Mediterranean trade. To keep trade moving from London to Constantinople and beyond, Venetian merchants and bankers created specialized financial institutions to serve private entrepreneurs and public administrators: deposit banks, foreign exchange banks, a grain office, and a bureau of the public debt. This new book clarifies Venice's pivotal role in Italian and international banking and finance. It also sets banking—and panics—in the context of more generalized and recurrent crises involving territorial wars, competition for markets, and debates over interest rates and the question of usury

Master's level study in a British context :developing writers

This thesis study followed six MA in English Language Teaching/Applied Linguistics\ud students as they started out on their one-year programmes at the University of Reading,\ud UK. They came from various academic, professional and national backgrounds. One\ud was a native speaker of English; the other five were not. The study takes an\ud ethnographic approach in exploring how these mature students learned to meet writing\ud requirements in this context (which were within the essayist tradition of academic\ud literacy), both as individual case studies and as a group.\ud The focus was on three Terml writing assignments which all students had in common.\ud However, the research sought to contextualise first term experiences in the framework\ud of the whole year of study. I therefore interviewed these students about their writing\ud five times in the year, including after submission of their year-end dissertations, and\ud contacted them again a year later for post-course insights. The study explored how\ud they responded to pre-submission advice from tutors and their reactions to and use of\ud summative feedback provided. It also examined assignment briefings and\ud documentation, students' meetings with personal tutors and my interviews with\ud module tutors, as well as feedback on outlines and on the three assignments, and the\ud assignments themselves. Although the students were, of course, six unique individual\ud cases, themes emerged from this study of their development as academic writers in this\ud context. These include the influence of background (such as academic, professional,\ud discipline, linguistic), personal characteristics (eg expectations and approach to\ud learning), and the role of literacy brokers