10,254 research outputs found

    The place where curses are manufactured : four poets of the Vietnam War

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    The Vietnam War was unique among American wars. To pinpoint its uniqueness, it was necessary to look for a non-American voice that would enable me to articulate its distinctiveness and explore the American character as observed by an Asian. Takeshi Kaiko proved to be most helpful. From his novel, Into a Black Sun, I was able to establish a working pair of 'bookends' from which to approach the poetry of Walter McDonald, Bruce Weigl, Basil T. Paquet and Steve Mason. Chapter One is devoted to those seemingly mismatched 'bookends,' Walt Whitman and General William C. Westmoreland, and their respective anthropocentric and technocentric visions of progress and the peculiarly American concept of the "open road" as they manifest themselves in Vietnam. In Chapter, Two, I analyze the war poems of Walter McDonald. As a pilot, writing primarily about flying, his poetry manifests General Westmoreland's technocentric vision of the 'road' as determined by and manifest through technology. Chapter Three focuses on the poems of Bruce Weigl. The poems analyzed portray the literal and metaphorical descent from the technocentric, 'numbed' distance of aerial warfare to the world of ground warfare, and the initiation of a 'fucking new guy,' who discovers the contours of the self's interior through a set of experiences that lead from from aerial insertion into the jungle to the degradation of burning human feces. Chapter Four, devoted to the thirteen poems of Basil T. Paquet, focuses on the continuation of the descent begun in Chapter Two. In his capacity as a medic, Paquet's entire body of poems details his quotidian tasks which entail tending the maimed, the mortally wounded and the dead. The final chapter deals with Steve Mason's JohnnY's Song, and his depiction of the plight of Vietnam veterans back in "The World" who are still trapped inside the interior landscape of their individual "ghettoes" of the soul created by their war-time experiences

    The Gradual Disappearance Of Financial Literacy In Today\u27s World. What Is Financial Literacy And Why Is It So Important? My Own Story Of Acquisition

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    There is a growing concern in this country that the middle class is disappearing and not in the way one would hope. Instead of families moving into a higher socio-economic class and being able to provide richer life experiences for themselves and their children, vast numbers are shifting to a lower socio-economic status level. The gap between the affluent and those barely eking out an existence is increasing at an alarming rate. This trend will directly affect who can successfully attend college and who will be available and capable to perform the blue-collar jobs that are vital to the continuation of our economy. Many of these jobs are becoming increasingly complex and sophisticated. While they may not require a college degree, they do require additional post-secondary training and expertise. Longer reaching concerns are that a dwindling middle class equates to a smaller tax base and contributes to a larger segment of the population that needs financial assistance. The productive management of money is part of a concept known as financial literacy. People that have money take this knowledge for granted. Somewhere along the line, whether it was at home, in school, or from personal experiences, successful people learned the value of earning money and using it thoughtfully and intentionally in order to achieve a future goal. No one disputes the fact that personal choices and discretion are parts of the picture. Imagine, however, that the environment in which you grew up did not contain earning possibilities. Perhaps you had to work without pay caring for your siblings, leaving no time to go out and earn your own money. Maybe your family was in the situation where everything that each family member earned was required to try to make ends meet. The result can be a feeling of ignorance and powerlessness around financial literacy and a lack of understanding the difference it could make in your life. This dissertation examines these issues. As a Scholarly Personal Narrative, it will also relate the story of my own journey of acquiring financial literacy and how that knowledge has affected my life. It concludes with a proposal that I created for teaching the concepts of financial literacy to underserved members of our society living at the lower socio-economic level. This education is important because understanding financial literacy can build self-confidence, empowerment, and purpose. This knowledge can also set an example that parents can pass on to their children and future generations. I believe this is one possible route toward breaking the cycle of poverty

    Imagination as Thought in Aristotle\u27s De Anima

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    Aristotle appears to indicate in various passages in the De Anima that imagination is a kind of thought, and my thesis attempts to make some sense out of this claim. I examine three possible interpretations of the claim that imagination is a kind of thought and eliminate two of them. The first states that Aristotle only calls imagination a kind of thought in a superficial “in name only” sense. The second, more radical interpretation, identifies images as the most basic kind of thoughts. My final chapter defends a more moderate position—inspired by Avempace and the early Averroes—which steers between the superficial and radical interpretations, by construing the formal content of images as a sort of quasi-corporeal substrate for the generation of learned thoughts

    Gamification in E-Learning: game factors to strengthen specific English pronunciation features in undergraduate students at UPTC Sogamoso

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    Appendix A Characterization survey (104), Appendix B. EFL Students’ questionnaire (109), Appendix C. Characterization survey: data treatment question (113), Appendix D. Informed consent letter, English version (114), Appendix E. Carta de consentimiento informado, versión en español (117), Appendix F. Time Schedule (120), Appendix G. Sample Challenges at Moodle (126), Appendix H. Participants’ questionnaire results (128).La gamificación es un término que suele denotar el uso de componentes del juego en situaciones no relacionadas con el juego en sí para crear experiencias de aprendizaje agradables, divertidas y motivadoras para los estudiantes (Werbach y Hunter, 2012). Por lo tanto, el análisis de los factores básicos de los juegos se convierte en algo esencial a la hora de definir y utilizar la gamificación como estrategia de mediación del inglés como lengua extranjera para fortalecer rasgos específicos de pronunciación en los estudiantes de pregrado de la UPTC Sogamoso. El procedimiento de estudio se basa en la investigación acción mediante la implementación de la estrategia de gamificación para la mediación en la pronunciación del inglés, orientada a treinta estudiantes de diferentes programas de ingeniería, administración y tecnología con niveles heterogéneos de dominio del inglés. Las actividades se centran principalmente en la producción de sonidos, el ritmo, el acento y la entonación, los rasgos de pronunciación segmental y suprasegmental. Los resultados arrojaron una evidente mejora en las características segméntales y suprasegmentales de la percepción en la pronunciación de los participantes así como la contribución del objetivo de los juegos a la instrucción fonética y fonológica, la sensación en el juego a la motivación para mejorar la pronunciación, el reto establecido en los juegos a la actitud positiva de los participantes, y la sociabilidad a la exposición practica de la pronunciación inglesa.Gamification is a relatively new term that often denotes the use of game components in situations unrelated to the game itself to create enjoyable, fun, and motivating learning experiences for students (Werbach and Hunter, 2012). Therefore, analyzing the games' basic factors becomes essential when defining and using gamification as a strategy for English as Foreign Language mediation to strengthen specific pronunciation features in UPTC Sogamoso undergraduate students. The study procedure is based on action research by implementing the gamification strategy for mediation in English pronunciation, oriented to thirty students from different engineering, management, and technology programs at heterogeneous levels of English proficiency. The activities mainly focus on sound production, rhythm, stress, and intonation, segmental and suprasegmental pronunciation features. The results showed an evident improvement in the segmental and suprasegmental features of the participants' pronunciation perception as well as the contribution of game goals to phonetics and phonological instruction, the game sensation to the motivation for pronunciation improvement, the game challenge to the participants' positive attitude, and the sociality to the English pronunciation exposure practice

    The applied psychology of addictive orientations : studies in a 12-step treatment context.

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    The clinical data for the studies was collected at The PROMIS Recovery Centre, a Minnesota Model treatmentc entre for addictions,w hich encouragesth e membership and use of the 12 step Anonymous Fellowships, and is abstinence based. The area of addiction is contextualised in a review chapter which focuses on research relating to the phenomenon of cross addiction. A study examining the concept of "addictive orientations" in male and female addicts is described, which develops a study conductedb y StephensonM, aggi, Lefever, & Morojele (1995). This presents study found a four factor solution which appeared to be subdivisions of the previously found Hedonism and Nurturance factors. Self orientated nurturance (both food dimensions, shopping and caffeine), Other orientated nurturance (both compulsive helping dimensions and work), Sensation seeking hedonism (Drugs, prescription drugs, nicotine and marginally alcohol), and Power related hedonism (Both relationship dimensions, sex and gambling. This concept of "addictive orientations" is further explored in a non-clinical population, where again a four factor solution was found, very similar to that in the clinical population. This was thought to indicate that in terms of addictive orientation a pattern already exists in this non-clinical population and that consideration should be given to why this is the case. These orientations are examined in terms of gender differences. It is suggested that the differences between genders reflect power-related role relationships between the sexes. In order to further elaborate the significance and meaning behind these orientations, the next two chapters look at the contribution of personality variables and how addictive orientations relate to psychiatric symptomatology. Personality variables were differentially, and to a considerable extent predictably involved with the four factors for both males and females.Conscientiousness as positively associated with "Other orientated Nurturance" and negatively associated with "Sensation seeking hedonism" (particularly for men). Neuroticism had a particularly strong association with the "Self orientated Nurturance" factor in the female population. More than twice the symptomatology variance was explained by the factor scores for females than it was for males. The most important factorial predictors for psychiatric symptomatology were the "Power related hedonism" factor for males, and "Self oriented nurturance" for females. The results are discussed from theoretical and treatment perspectives

    Understanding the Relationship among Durable Goods, Academic Achievement, and School Attendance in Colombia

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    A joint report from the United Nations Development Program and the Oxford Poverty and Human Development Initiative indicates that while the number of people living with less than 1.90adaydeclinedglobally,droppingfrom2billionin1990to736millionin2015,thenumberofpeoplewhoexperiencednonincomepovertyreached1.3billionin2020.Nonincomepoverty,referredtoasmultidimensionalpoverty,assessestheextenttowhichpeoplearedeprivedfromaccessingbasicservicessuchashealth,education,orattainingdecentlivingstandards,despitehavingincomelevelswellabove1.90 a day declined globally, dropping from 2 billion in 1990 to 736 million in 2015, the number of people who experienced non-income poverty reached 1.3 billion in 2020. Non-income poverty, referred to as multidimensional poverty, assesses the extent to which people are deprived from accessing basic services such as health, education, or attaining decent living standards, despite having income levels well above 1.90. Research on development and welfare economics points to assets as the missing piece in the poverty puzzle because they can build capacity. In general, assets can be used to generate income or to enhance quality of life. Income-generating assets such as bonds, credit, or home ownership help people gain economic stability, acquire other assets, and prepare for economic shocks. Quality-of-life-enhancing assets help people improve their living standards, develop agency, and participate in political as well as in social life. Examples of quality-of-life-enhancing assets include education, social capital, and durable goods such as TVs or computers. Most research on assets examines the relationship either between financial assets and poverty or between financial assets and education. An exploration of durable goods and education was the focus of this dissertation. Although not a nascent field, most studies in this area have focused on analyzing how durable goods relate to academic achievement and school attendance mainly in African and Asian countries. From a methodological standpoint, these studies have modeled durable goods utilizing a binary approach, where ownership of durable goods is measured as possession of any durable good, or as an index, using principal component analysis (PCA), which research suggests is not the most robust method for index creation. Such methodological decisions have provided only a partial understanding of the relationship between durable goods and education. For example, findings indicate that possession of durable goods improves achievement in reading, but not in math. However, further research is needed to assess whether different types of durable goods have differential effects on educational outcomes. Hence, this study explored the relationship among durable goods, academic achievement, and school attendance in Colombia through three methodological approaches to operationalize durable goods: inventory, attributional, and index approaches. Data come from the 2017 SABER test, a nation-wide examination that assesses reading and math skills, for fifth and ninth grade students, (N = 621,218). Students with complete durable goods information (N = 364,436) were included. This research added to the existing literature on this field by using different methodological approaches to model durable goods, including the construction of a durable goods index employing exploratory factor analysis (EFA), and by expanding the geographic scope to Latin America. By using hierarchical linear and nonlinear modeling, this study found that, overall, durable goods were positively associated with reading and math outcomes, particularly for fifth graders. Similarly, results indicated that students whose families owned washing machines, computers, or who had Internet access were more likely to go to school
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