What's In A Word? Intersectionality And The Identity Of Muslim Women In France Today

Over the past few decades, France has been experiencing an identity crisis of sorts. As more and more immigrants have come into the country, France has become, to its chagrin, a multicultural nation. According to the Pew Research, Center France has the largest Jewish population in Europe and the second largest Muslim population, with many Muslims families immigrating from former colonies in North Africa. France has begun to question how it can remain French with all of these non-French nationals coming into the country. Their solution is complete assimilation: anyone can become French as long as they must become completely French. This firm stance on assimilation has made it difficult for some minorities, Muslims specifically, to be fully accepted in France. Simple actions such as covering one’s hair can be interpreted as disrespect for French values. Islamic culture is largely seen as incompatible with western French values and is deemed by some to be a threat to the Republic. Citizens who eat halal meat, have an Arabic name, or choose to wear modest swimwear are seen as ‘other’ and as not part of the national identity. Stuck in the middle of all of this are Muslim women, particularly those who choose to cover their hair. These women face multiple cultural challenges: they are Muslim and therefore must deal with anti-Islamic hatred, they are women and therefore must deal with sexism, and then they must deal with the unique combinations of racism and sexism due to their multiple identities. Muslim women in France are dealing with intersectional oppression stemming from their religious and gender identities

A dramatic interpretation of the role of Queen Margaret of Anjou in William Shakespeare's The tragedy of Richard III

The purpose of this thesis was to compile a practical and understandable manuscript concerning the creation of the role of Queen Margaret in William Shakespeare's Richard III. This specific purpose was achieved by studying the historical facts about the character, deciding on an acting approach to the character, creating the role, maintaining a diary during the rehearsal and performance periods, presenting the play, preparing a character analysis and evaluating the performance after the close of the production. Part I includes the historical facts about the character, and the acting approach chosen. Part II is the script with the actress's gestures and movements noted and her diary. Part III is the critical evaluation of the finished product, the performance, which includes, (1) the comparison of the original interpretation to the final product, (2) the evaluation of the actor-director relationships, (3) the evaluation of the audiences' reactions to the production and (4) the pertinent personal observations of the actress

Visual design of Robin Shorts' The Red shoes

The purpose of this thesis shall be to present the design production of Robin Shorts' The Red Shoes. The thesis is to be organized into three divisions: (1) Part I, the play, historical background, and the design concept, (2) Part II, the technical design of the production, and (3) Part III, a critical evaluation. Part I deals with the historical and stylistic considerations influencing the design approach. Part II contains the renderings, working drawings, photographs, and plots for the sets, properties, special effects, and lighting. Part III discusses the production and its strengths and weaknesses, technically

Areas of study pertinent to interior designers based on interviews with twenty-seven interior designers practicing in Greensboro, North Carolina

Areas of study that practicing interior designers consider important might be a logical beginning in determining the changing needs for curriculums. The purpose of this study was threefold: (1) to identify the education and experience of practicing interior designers and decorators, (2) to determine the types of work engaged in by these interior designers, and (3) to identify the knowledge and skills practicing interior designers and decorators believed to be most pertinent for future interior designers. One-half of the designers had formal training in interior design, a fourth had a short course while one-fourth had no formal training. Length of experience in the field ranged from two months to forty-three years. Only five designers were affiliated with professional design organizations. The type of responsibilities and kind of work done by these interior designers varied widely

Teachers' experiences with student bullying in five rural middle schools

Bullying is a common form of school violence, which is a major issue of concern for students, parents, teachers, and administrators across the country. Episodes of school violence beginning in the 1990s have created a national focus on school safety and the problems associated with bullying. Schools across the country are attempting to deal with the problem of student bullying by writing anti-bullying policies, instituting bully-prevention programs, and developing character-education programs. Because teachers spend the most time with and around students, they are often the most familiar with the issues their students face. They have the opportunity to observe bullying as it takes place in schools. The purpose of this study was to investigate teacher experiences with student bullying. Data were collected from interviews with 13 different teachers in 5 rural middle schools. Information from the interviews was divided into three domains: Teachers‘ Experiences with Student Bullying; Interventions; and Professional Development and Participation in the Development of Policy. Interviews revealed a diverse set of teacher experiences with student bullying as told through each teacher‘s story. Several common categories emerged from the data including: (a) dimensions of bullying, (b) discrimination and harassment, (c) adolescent behavior and development, (d) the secrecy of bullying, and (e) teachers‘ perceptions. The second domain included interventions which teachers considered to be effective or ineffective. The following types of interventions emerged from the teacher interviews: (a) observation of student behavior, (b) trusting relationship, (c) counseling students, (e) involving others, (f) and unsure how to handle the situation. The last section listed the types of professional development teachers had been exposed to, and whether or not teachers had participated in the development of anti-bullying policy. Information gathered from the interviews revealed that teachers thought bullying was a serious issue for schools and it was important for them to be able to know and recognize bullying when it happens. Teachers also said that bullying can happen in many forms including physical, verbal, emotional, and psychological. They said socialization and the developmental changes middle school students go through tend to compound bullying. Teachers were divided as to the impact of the rural environment on student bullying but agreed that their schools probably experience less bullying than schools serving more urban or suburban populations. The most frequent intervention teachers discussed was the development of a trusting relationship between teachers and students. Teachers also listed team teaching and character-education programs as effective interventions for dealing with student bullying. The interviews revealed that very few teachers had experienced any sort of professional development in relation to student bullying, and very few had been involved with the development of anti-bullying policy

The effects of the font Dyslexie on oral reading fluency skills in students grades 8 through 12 with and without reading disabilities

There has been considerable research studying the symptoms related to reading disabilities as well as the tools and training programs that can be used to remediate such symptoms. One such tool being used to increase fluency for those with reading disabilities is the introduction of a specially designed typeface or font that is different from the commonly used fonts such as Times New Roman, Arial, etc. Several new fonts have been designed to help individuals with reading disabilities read more efficiently and fluently; however, the empirical evidence to support the effectiveness of using different typefaces is lacking in the scientific literature. If proven effective, the use of these different fonts could be an easy and inexpensive intervention for children with reading disabilities. The purpose of this study was to measure the effectiveness of the font "Dyslexie" on Oral Reading Fluency scores in students, grades 8 through 12 with and without reading disabilities. Due to a lower than expected number of participants for the reading disability group, a statistical analysis to calculate the data's significance levels could not be conducted; however, research results and comparisons between groups are provided and suggestions for future research is discussed

Book Review -- Insatiable Appetites: Imperial Encounters With Cannibals In The North Atlantic World, by Kelly L. Watson

A book review of Insatiable Appetites: Imperial Encounters With Cannibals In The North Atlantic World, by Kelly L.Watson. Reviewed by Colin Ramsey (English Dept.) in Early American Literature (Winter 2018)

Becoming Dr. Franklin: Benjamin Franklin's Science, Manuscript Circulation, And "Anti-Authorship" In Print

Early in his Autobiography Benjamin Franklin remarks, “Prose writing has been of great Use to me in the Course of my Life, and was a principal Means of my Advancement.” The statement has both literal and figurative dimensions: much of Franklin’s wealth derived from his success as a printer, and he wrote a significant amount of the content for some of the most lucrative products of his own press, such as the Poor Richard almanacs and the newspaper The Pennsylvania Gazette

Cannibalism And Infant Killing: A System Of "Demonizing" Motifs In Indian Captivity Narratives

The Puritan phase of the Indian captivity narrative, both in its binary "good vs. evil" oppositions and in its imagery, established the paradigm for much of the subsequent development of the Indian captivity narrative form -- helping to fix particular (and ethnocentric) views of the Indian in the American imagination, and thereby making those same images and motifs readily available for political and ideological manipulation

Dime Novels

At the end of John Ford’s 1962 Western "The Man Who Shot Liberty Valance," a persistent reporter, having just heard the truth about who actually shot the notorious murderer, wads up his notes and tosses them in the trash. His explanation is simple: ‘‘This is the West,’’ he remarks matter-of-factly; ‘‘when the legend becomes fact, print the legend.’’ The film thus sums up the long and entangled history of the American West and the printed word; and, until the advent of film at the beginning of the twentieth century, no print medium played a bigger role in the creation of the West as a place of legend than the dime novel. Indeed, the dime novel’s preference for ‘‘legend’’ over fact was visible even to some who themselves became a focus of the dime novels’ legend-making