Superrosy dependent groups having finitely satisfiable generics

We study a model theoretic context (finite thorn rank, NIP, with finitely satisfiable generics) which is a common generalization of groups of finite Morley rank and definably compact groups in o-minimal structures. We show that assuming thorn rank 1, the group is abelian-by-finite, and assuming thorn rank 2 the group is solvable by finite. Also a field is algebraically closed

American Comedy Film as Mass Communication: The Audience Experience

Many American audiences have enjoyed comedy films throughout much of the twentieth century. In years past, some visited motion picture theaters on a weekly basis; today many audiences continue to enjoy comedy films. Given the numerous daily conversations that revolve around films, it seems that many viewers may learn about and remember the comedies they see. Besides the entertainment that comedy films provide, comedies may also teach audiences. This culminating project is designed to discuss the communication of American comedy films with audiences. It will introduce various types of comedy and certain comedy actors. In addition, it will note literature used to research this project. After the review of sources, this project will discuss noteworthy American comedy films, including Duck Soup (1933), It Happened One Night (1934), Bringing Up Baby (1938), and Some Like It Hot (1959). The discussion will then analyze different ideas about possible meanings of these comedy films. Among other things, this project will discuss whether comedies, as Mary Douglas maintains, may support the status quo or may promote new ways of life (in Karnick and Jenins 270). By examining paradoxes that comedies may contain and vicarious experiences that they may offer, this project hopes to explore some of the ways that comedy films may relate to viewers. While films are interpreted in different ways , this project intends to offer a few of the many ways to look at them. Though comedies are o f ten seen as mere entertainment, they may educate and influence viewers as well. More fully comprehending possible meanings of comedy can lead to a greater appreciation of comedy as well as a better understanding of the human condition. Thus, the study of comedy film messages seems worthwhile and interesting

Calisto’s Narcissistic Visions: A Reexamination of Melibea’s ‘Ojos Verdes’ in Celestina

In Act 1 of Fernando de Rojas’s 'Celestina' (1499), Calisto praises the beauty of Melibea largely in terms of the clichéd portraiture common to chivalric romance. Her green eyes (ojos verdes), however, contrast with more widespread depictions where authors tend to describe eyes in terms of their luminosity (shining, starry or mirror-like). This article proposes a new means of considering Melibea’s ojos verdes as a complex symbol joining the psychophysiology of sight to the conflicted desire that both sustains and undermines Calisto’s amorous feelings. The greenery of the eyes thus comes to serve as a metaphor for the transcendental, rapacious, and narcissistic modes of desire linked to vision and the gaze between lovers. In this study, I demonstrate how (1) the ojos verdes are etymologically and textually associated with traditions of beauty, carnality, and mirrored vision and (2) these issues coalesce around the theme of Ovidian narcissism present within the text. This dual objective is elucidated through an analysis of the beatific vision Calisto claims to experience in Act 1, where the reference to ojos verdes appears, the undoing of these exalted eyes in their connection to falconry and rapacious desire, and the link between Melibea’s eyes, narcissistic imagery, and the greenery of the garden in Act 19

Latin America\u27s Importance to the United States

Could anything be more important than keeping the 500 million Latin Ameri­cans who are on our own doorstep on the closest terms of friendship and collaboration

Feasibility of a Social Emotional Parenting Curriculum Applied in an Early Head Start Home Visitation Program with Mexican Immigrant Families

Early social-emotional development is influenced by the experiences of the child especially the parent-child interaction and relationship. Influences on the parent’s ability to provide nurturing enriched parenting experiences include the parent’s past encounters with how they were parented. The Building Early Emotional Skills curriculum (BEES) has a component of self-awareness exercises that assist parents to understand personal parenting behaviors and attitudes. The BEES framework is an infant mental health model with a specific focus on early social emotional development. Curricula related specifically to early child social-emotional development based on an infant mental health model is limited in the literature. However, early childhood is an opportunity to promote parent-child relationships in high risk families that support social-emotional development. The United States has a growing population of families that include Mexican migrants, many of whom live in poverty with low levels of health care and education. These high-risk conditions place Mexican migrant families in a vulnerable position for poor health and development outcomes. Programs that address school readiness are prevalent in the literature but few have been adapted or created to address the parenting needs of the Mexican migrant culture to promote early childhood social-emotional development. The purpose of the research was to determine the feasibility of adapting and implementing the Building Early Emotional Skills curriculum (BEES) with Mexican migrant families that include children from 3 to 30 months. The Bioecological Model (Bronfenbrenner & Morris, 2006) guided this study. The research took place in an Early Head Start program in the midwestern United States with a service delivery of home visitation. The sample consisted of Early Head Start home visitors and the Early Head Start supervisors who were bilingual Spanish and English speaking with a primary language of Spanish. The mothers in the study migrated to the United States from Mexico after the age of 18 years. The mothers’ primary language was a dialect of Mexican Spanish. Data were collected through a parent questionnaire, adaptation and implementation focus groups with home visitors, and implementation logs completed by the home visitor. The curriculum activities were translated to the formal Mexican dialect of Spanish. The language presented a challenge due to the various dialects and slang terms used by the participants. Two areas of time constraints were identified, the limited time the home visitors had for their visits and the time required to fulfill the cultural role of the mother. The lessons/activities resulted in an implication for further adaptation that includes the cultural contexts of familismo, respeto, simpatico, and personalismo. The feasibility results were positive indicating implication for a pilot study