Operating cost

‘Operating Cost’ is an exhibition of artworks with a narrative of how public relation, marketing, and advertising campaigns can persuade the public opinion and how we as consumers are to handle that information. The work is constructed primarily with cast concrete, a material that is known for its aesthetic value in modern architecture and is the most widely used building material. It is viewed as strong and resilient when in fact it can be brittle and require frequent maintenance. Our perception of the world around us is not always correct and quite often, it is shaped by firms that seek to do so for ulterior motives. This work challenges the viewer to think critically about the information that we take for granted.Thesis (M.F.A.)This is a 6 hour creative projec

Eugenics is Euphemism”:The American Eugenics Movement, the Cultural Law of Progress, and Its International Connections & Consequences

While often hidden under the guise of race betterment in both a scientific and even moral sense, eugenics was a bioethical movement that captivated many at the turn of the 19th century and through the Progressive Era—which was defined by a crisis of identity in the American mind. Sir Francis Galton, the coiner of the term eugenics, predicted that this science would first infiltrate academia, then become a practical concern, and finally enter into the conscience as a new religion. This thesis examines this prophecy through the lens of the Scopes Monkey Trial, Carrie Buck\u27s case, and the later horrors of the Holocaust. Further, this thesis gives special attention to the symbiotic relationship found between the zeitgeist of the culture and the decision of the courtroom

Fostering the Development of Empathy in the Classroom: A Strategic Response to the Problem of Bullying

This article describes the development of empathy within children and provides classroom-based interventions that will foster its development. The development of empathy is a complex process involving both cognitive and affective functioning and awareness. Various perspectives of empathy are explored including what develops, when it develops, and how it develops. Cultural issues are raised that identify variations in development based on socialisation, gender, and cultural values. Abnormal development of empathy is discussed in the form of aggression and bullying. Interventions for fostering empathy within the victim and the bully and for fostering empathy within the classroom setting are described. The article concludes by placing empathy within the context of the Christian worldview of following Christ’s example and identifies the many benefits of teaching empathy in schools

From Expert to Experiential Knowledge:Exploring the Inclusion of Local Experiences in Understanding Violence in Conflict

Critical peace and conflict scholars argue that to understand fully conflict dynamics and possibilities for peace research should incorporate ‘the local’. Yet this important conceptual shift is bound by western concepts, while empirical explorations of ‘the local’ privilege outside experts over mechanisms for inclusion. This article explores how an epistemology drawing on feminist approaches to conflict analysis can help to redirect the focus from expert to experiential knowledge, thereby also demonstrating the limits of expert knowledge production on ‘the local’. In order to illustrate our arguments and suggest concrete methods of putting them into research practice, we draw on experiences of the ‘Raising Silent Voices’ project in Myanmar, which relied on feminist and arts-based methods to explore the experiential knowledge of ordinary people living amidst violent conflict in Rakhine and Kachin states

The Refugee Musician Is Now a Part of Us: Musical Exiles and Mark Brunswick’s National Committee for Refugee Musicians (1938-1943)

abstract: In the early-twentieth-century United States, Jewish and European immigrant scholars, musicians, and composers dominated the academic, orchestral, film and popular music scenes. While some of these musicians immigrated voluntarily, others, having fled the genocide of the Holocaust, were forced into exile due to religious and political persecution. Musicians were often targeted by the Nazi regime for performing and advancing banned music, composing modernist works, or for their religious or political beliefs. The United States upheld strict, pre-World War Two immigration quotas and laws that limited relocation. Specialized rescue agencies arose to help these exiles settle in the United States. Meanwhile in 1924, American composer Mark Brunswick (1902-1971) moved to Europe and later studied with Nadia Boulanger. He found his niche among members of the Second Viennese School. Brunswick returned to the United States in 1938 and founded the National Committee for Refugee Musicians (NCRM), originally called the Placement Committee for German and Austrian Musicians, to aid in the relocation and job placement of at-risk musicians and their families during World War Two. This thesis briefly explores Brunswick’s life, and then more closely addresses the formation of the NCRM, its members, those who received aid, and partnering organizations. Finally, cases in point illustrate the varied ways in which the NCRM helped musicians in exile. Brunswick and the Committee played a major role in American musical history, yet no major studies have focused on them. With the NCRM’s assistance, many refugees thrived in and contributed to America’s musical landscape. By exploring letters, memoranda, and other unpublished archival documents, I will show how Brunswick and the NCRM affected U.S. musical life beginning in the 1930s. The positive effects of this germinal group endure today.Dissertation/ThesisMasters Thesis Music 201

Norse Revival

Norse Revival examines international Germanic Neopaganism (Asatru). It investigates its origins in German ultra-nationalist movements around 1900, its attempt to gain respectability since the 1970s and its intersections with historical and current debates on race, religion, gender, and aesthetics. Readership: Those interested in the study of religion, rightwing social movements, the reception of Nordic myth and relations between alternative religion, social movements, academic thought and aesthetic currents

How Public College Students Experience Biblically-Informed Literature Taught as Cultural Documents: A Transcendental Phenomenology

This transcendental phenomenology describes the experience of public college students who study biblical or biblically-informed literary texts that are taught merely as cultural documents in literature and humanities courses. Two primary theories informed this study: transformation theory in adult learning and the theory of literary apologetics. Furthermore, qualitative methodologies of data collection included journaling, individual interviews with 13 public college students, and focus groups. Data analysis included epoche, member checks, and horizonalization. Three research questions guided the study: (1) How do public college students describe their experiences with biblical or biblically-informed literary texts when they are taught simply as cultural documents? (2) How do public college students describe the effect or influence that different classrooms, contexts, or situations have on their experience of the phenomenon (the phenomenon being experiencing biblical or biblically-informed literary texts taught as cultural documents)? (3) What does this experience mean, if anything, to students’ spiritual or ethical formation? Using open-coding enumeration via Atlas.ti software produced six major themes: biblical literacy/illiteracy as cultural literacy/illiteracy; exploring biblical content in literature with/without proselytization pressure; technology/format preferences and the tensions of interacting with biblically-informed literature as cultural texts; instructor “passion,” “safe” facilitation, and student-centered literary discussion; literary study as a neutral zone; and literary study as empathically formative. Future recommendations include conducting the same study in different geographical settings, considering literature as character education in higher education, and further exploring literary study as empathically formative

Spartan Daily, April 5, 1962

Volume 49, Issue 99https://scholarworks.sjsu.edu/spartandaily/4286/thumbnail.jp