Openness to the Other During a Summer Language Study Abroad in Madrid, Spain: Six Case Studies

The purpose of this study was to explore the interaction of summer language study abroad students in Madrid, Spain, with a cultural and linguistic Other, and to examine the resulting evolution in those participants\u27 openness to that Other. Gordon Allport\u27s four optimal conditions for prejudice reduction in intergroup contact theory provided the framework for this analysis. The student in a language study abroad context is both a linguistic and cultural minority, an experience manifested in multiple daily interactions that potentially affect openness to the linguistic and cultural Other. As such, qualitative data were drawn from six participants via interviews during and soon after their experience abroad, and presented in the form of case studies. These interviews were centered around the following: (1) participants\u27 sense of equality of social status with the Other while abroad, (2) participants\u27 participation in common, authentic tasks with members of the Other, (3) the participants\u27 sense of community and/or institutional support to foster positive relationships with the Other, and (4) participants\u27 sense of the level of intergroup cooperation in the effort to achieve their goals. Constant comparative analysis, developed by Glaser (1965), was used to analyze the data. Data were analyzed in three different levels: (1) Within-case analysis of participants\u27 experiences and issues arising that centered around the themes of Allport\u27s optimal conditions, openness to the Other, and uniqueness of those experiences and issues due to language study abroad, (2) cross-case analysis of those same themes, and (3) holistically cross-case and cross-theme analysis with an identification of findings that may also contribute to one\u27s evolution or de-evolution of openness to a linguistic and cultural Other. The findings suggest that the agency of each individual study abroad participant creates or at least affects Allport\u27s (1954) optimal conditions in relation to the unique context of a language study abroad. Specifically, participants exercise agency around three factors when understanding openness to the Other on a language study abroad. These include: (1) participants\u27 goal re-embracement or reframing; (2) by-proxy evaluations of meaningful relationships within homestay teams, and; (3) participant initiative versus passivity

Thou art the lorliest lede that ever I on looked : Arthur and Kingship as Represented by the Alliterative \u3ci\u3eMorte Arthure\u3c/i\u3e, \u3ci\u3eSir Gawain and the Green Knight\u3c/i\u3e, and \u3ci\u3eThe Awntyrs off Arthur\u3c/i\u3e

King Arthur is one of the most well known mythical figures in the English language, and throughout his 1500-year literary tradition, poets have built an intricate and multifaceted mythos around this legendary character. Integral to Arthur’s various depictions is how each poet chooses to illustrate his kingship. These characteristics often overlap across poems, poets, and time periods. Yet, upon closer examination, subtle differences between those kingly depictions produce telling insights into the period in which the story was written. For this study, I have examined three separate Arthurian romances: The Alliterative Morte Arthure, Sir Gawain and the Green Knight, and The Awntyrs off Arthur. These texts serve as bookends to a particularly eventful period in English history and speak volumes about public perception regarding kings and chivalry. When we juxtapose these texts against their respective time periods, we gain a better understanding of what Arthur truly means for Britain. As a king, as a man, as a symbol of English identity, Arthur represents whatever Britain needs at that specific time. This both explains why he maintains certain similar characteristics across lengths of time, as well as why certain traits change drastically

Alien Registration- Cox, Samuel O. (Portland, Cumberland County)

https://digitalmaine.com/alien_docs/25611/thumbnail.jp

I'll Show You Love In a Handful of Dust: The Material Poetics of Voss

This article argues the final and arguably most permeable frontier Patrick White’s Voss sets out across is the material. Informed by the environmental and material turn in the humanities and turning away from the purely psychological and ‘country of the mind’ readings of White’s novel, I explore Voss’s engagement with various non-realist traditions to open questions on how literature and the text might materialise new sources of intimacy and interconnection with the mineral realm. Tracking a journey through stone and rock to dust, I connect Voss’s material poetics to larger themes and the wider question of the texts relationship to the Australian environment. I argue that in White’s novel a confrontation occurs between an inherited European literary aesthetics, connected to humanist ideals, and the dry and uniquely Australian material environments of the interior. Whereas colonial Sydney seeks stability and impermeability through their relation to stone and the material world, the journey inland will fracture and fissure established forms. The ultimate triumph of Voss’s material poetics, manifested largely through Laura, is to discover not simply fear in a handful of dust, as in T.S. Eliot’s famous line from The Waste Land, but love

Longevity risk and capital markets: The 2009-2010 update

This Special Issue of the North American Actuarial Journal contains ten contributions to the academic literature all dealing with longevity risk and capital markets. Draft versions of the papers were presented at Longevity Five: the Fifth International Longevity Risk and Capital Markets Solutions Conference that was held in New York on 25-26 September 2009. It was hosted by J. P. Morgan and St John’s University and organized by the Pensions Institute at Cass Business School, London, and the Edmondson-Miller Chair at Illinois State University.Longevity Risk; Capital Market

Utilizing an Innovative Preceptor Video Mini-Series to Prepare Students for Experiential Rotations: Does it Work?

Objectives: To determine whether an innovative Mini-Series training model originally developed for preceptors could be beneficial to pharmacy students prior to and/or after beginning their introductory or advanced pharmacy practice experiences. Methods: This program consists of twelve incremental video episodes, each ranging from five to eight minutes in length. It tells the story of a young pharmacy preceptor as she guides a third and fourth year student through a challenging six-week clinical hospital rotation. Two to three reflection questions were written for each individual episode, focusing on student issues portrayed in the videos. Two-hour viewing sessions, consisting of all (12) video episodes and facilitated student reflection were held for 2nd – 4th year professional students on two campuses. At conclusion of each session, students completed a short evaluation to gauge the effectiveness and potential application of the Mini-Series program. Results: Fifty-six (56) students (22 fourth-year, 6 third-ear, and 28 second-year) participated in the voluntary viewing sessions. All students either agreed or strongly agreed that the Mini-Series program was entertaining and educational. In addition, 82% of students strongly agreed this program would be beneficial for students prior to taking their first experiential rotation, while only 47% strongly agreed it would be beneficial after they had started rotations. On a 5-point Likert scale (1=strongly disagree, 5=strongly agree), participants reported a mean of 4.6 that this medium is more effective than traditional lecture orientations held by the Office of Experiential Programs. On three open-ended questions, students provided a diversity of suggestions for enhancing the Mini-Series to make it more effective for students. Implications: The “Mini-Series” model was well received by students as a training medium to deliver educational content. As a result, more programs are being developed utilizing this innovative teaching method to help prepare students for future experiential rotations. Conflict of Interest The authors report no conflicts of interest or financial incentives to disclose related to this project. Dr. Craig D. Cox conceptualized, developed, and directed the Mini-Seriesprogram described in the manuscript. All funding for and all income generated by the program studied is the property of the Texas Tech University Health Sciences Center School of Pharmacy.   Type: Original Researc