A Historical-Critical Examination of North Korea\u27s Juche Ideology Using Fantasy Theme Analysis: A Vision Transformed

Scholarship on the Democratic People’s Republic of Korea is severely limited due to the secretive nature of Kim Jong Il and his regime; much of this secrecy and, generally, the closed nature of North Korean society is due in part to an ideology based on self-reliance, Juche. Through a communication scholarship based rhetorical examination this thesis aims to understand and explain how Kim Il Sung and Kim Jong Il have been able to create and sustain the Juche ideology in spite of North Korea’s poor economic and social condition. The research traces the evolution of North Korea’s Juche ideology from 1955 to 1990, using Ernest Bormann’s Fantasy Theme Analysis, by examining two key speeches. The first speech was given by Kim Il Sung and has been pinpointed by scholars as the symbolic inception of Juche. The second speech is thematically similar and was given by Kim Jong Il in 1990. The two orations are compared and the ideological differences between the two are parsed out and summarized. This thesis found that the Juche idea began as a legitimate lifestyle rhetorical vision cast to the people by Kim Il Sung which met the needs of the people. The purpose of the original Juche idea proved effective at overcoming the conditions present in 1955 and was adopted by the nation as a whole. However, under Kim Jong Il the nature of Juche changed from serving to the people to serving the Korean Worker’s Party. The implications extend to the North Korean situation today and this thesis suggests a new paradigm for understanding North Korea’s possession of nuclear and biological weapons, hostility towards South Korea, and general attitude towards outsiders

Arrangement: Understanding the Ubiquity of Problem, Cause, Solution in the Persuasive Speech

There is, in certain Christian circles, an old joke. In a Sun-day morning Sunday School class the teacher asks the following question: What has short fur, a long bushy tail, climbs trees, and collects nuts? The students immediately answer: Jesus! Of course, this answer is ridiculous. Immediately following the question the class may think squirrel! or perhaps – the creative ones, chipmunk! However, before they can convince themselves to speak up and correctly answer the question, they think of the context. This is church; the answer must be Jesus! Now, this paper is about Individual Events Competition, more specifically, Arrangement: Understanding the Ubiq-uity of Problem, Cause, Solution in the Persuasive Speech. Here is the link: The problem in both the theoretical Sunday School classroom and the real Forensics Tournament is a lack of creativity, or a lack of freedom to think creatively, based on the students\u27 surroundings and context. This paper will examine the current state of the persuasive speech as practiced at competitive Individual Events tournaments before looking, historically, at how our predecessors in the rhetorical tradition - including Aristotle, Thomas Wilson, Cicero and Geoffrey of Vinsauf – viewed creativity. This creativity will be framed by the Canon of Arrangement. Finally, some suggestions will be made for alternatives to the current standard of Persuasive Speech giving - with the hope of spurring a meaningful conversation amongst the educators that will lead to a change in how our students approach this educational activity

A Zoomable Assessment: Navigating the Ecologies of Writing Program Assessment

This dissertation project explores the potential for using an inferential statistics test (t-tests) within an existing writing program assessment design. The purpose of using inferential statistics is to provide several perspectives on a data set collected using the existing assessment design thereby improving what a writing program administrator can learn about the program. To demonstrate the use of statistical tests, I selected as a variable of interest participation in an international collaboration, the Trans-Atlantic and Pacific Project (TAPP). Based on this variable, I asked, can inferential statistics identify whether participation in TAPP created a difference in student portfolio scores for a program outcome? To perform the t-test, I calculated the mean portfolio scores for TAPP and for Non-TAPP groups. Then, after sorting the program data by course, two courses, a writing in the health professions and a writing in the technical professions, had enough sections participate in TAPP to conduct two more tests, one for each course. The tests posed the same question, whether participation in TAPP had a difference in portfolio scores for a program outcome, but had zoomed from the program level into the course level. The tests indicated that at the highest level (the program) participation in TAPP did not have a statistically significant difference on portfolio scores. The tests at the other level (the course) indicated that participation in TAPP did not have a statistically significant difference on writing in the health professions but did have a statistically significant difference on writing in the technical professions. Possible explanations for these results are examined in relation to existing writing studies literature. The approach of examining several levels is dubbed a zoomable assessment because the statistical tests allow for more nuanced examinations, that is, the tests zoom into the data set. Based on the findings, I propose further uses and possible limits of uses of inferential statistics as a complement to existing assessment designs. As part of the proposal, I advocate for assessment design, such as zoomable assessment, that is accessible, meaning the design does not require special software or extensive knowledge of advanced statistical analysis methods

Paradox, problem, and potential in secondary school jazz education

Thesis (D.M.A.)--Boston UniversitySeveral rationales for secondary school jazz education are commonly referenced in pedagogy manuals, advocacy literature, and instructional resources: jazz education can develop certain musicianship skills more effectively than traditional large ensemble classes (e.g., concert band), jazz education fosters lifelong music-making, jazz education can help build and sustain an audience for jazz, and jazz education is important because jazz holds a special place in American art and culture. The growth of jazz education, however, does not seem to have led to the expansion of the jazz audience and consumers in the USA or increased the likelihood of lifelong music making of students. Furthermore, jazz educators have not employed the kind of curricular structure and pedagogical practices necessary to take advantage of salient features of jazz in secondary music education. A close examination of the incongruence between rationales for jazz education and the practices of jazz education in secondary schools reveals certain paradoxes: student jazz participation grows, while broader jazz consumption ebbs; jazz education resources multiply, while diversity of theory and practice within jazz education diminishes; student jazz ensembles become more polished, but at the expense of developing skills that enhance students' personal music agency. I contend in this study that paradoxes such as these can be useful as a framework for problematizing as well as imagining (and ultimately enacting) possibilities. I propose that a "this-with-that" dialectic described by Jorgensen enables paradoxes to be analyzed and potentials to be discovered. I describe three paradoxes in secondary school jazz education with a twofold purpose: 1) to critique secondary school jazz education and offer recommendations based on this critique, and 2) to provide a practical example of how paradoxes in music education might be engaged by music educators. Although this project will have special significance to secondary school jazz educators because it offers a sustained critique in that area, it is my hope that this project will benefit music educators of all types as they encounter paradoxes in music education

Coaching Styles and Team Cohesion in High School Male Student-Athletes

The purpose of this study was to determine if there is a correlation between a coach\u27s coaching style and team cohesion for high school student-athletes in different sports. A secondary purpose of this study was to examine if there was a difference between a coach\u27s perceived coaching style and their student-athlete\u27s perception. Methods: 20 male student-athletes and four coaches of three different sports (baseball, track/field, and tennis) participated in the study. Eligible participants were given consent/assent forms based on their age at the first meeting. At the second meeting the forms were returned and participants were given questionnaires based on what group they belonged to (student-athlete or coach). Participants were instructed on how to fill out the questionnaires and to turn them in at the next meeting. At the next meeting all questionnaires were received. Results: The coaching styles of social support, training and instruction, and democratic coaching significantly correlated to social cohesion and training and instruction was the only coaching style that significantly correlated to task cohesion. The same results were found for the baseball team. In regards to the difference between perceived coaching styles by the coaches and the athletes, there was no significant difference between perceived styles between the two groups. Conclusion: When comparing coaching styles with social cohesion, training and instruction, social support, and democratic coaching were the only styles found to significantly correlate with team cohesion. Only training and instruction correlated with task cohesion and furthermore, both student-athlete and coach, accurately perceived the coaching styles used. In conclusion, this study found that training and instruction, democratic coaching, and social support significantly correlated with social cohesion, training and instruction significantly correlated with task cohesion, and student-athletes and coaches had similar perceptions of coaching styles used

Reassessing Turner and Litigating the Must-Carry Law Beyond a Facial Challenge

In recent decades, the must-carry rules have had a troubled constitutional history. After two sets of rules were struck down by the D.C. Circuit for violating the First Amendment rights of both cable programmers and operators, Congress revised the must-carry rules in the 1992 Cable Act. In 1997, the Supreme Court, in a 5-4 decision, determined that the congressional must-carry law was facially constitutional. However, does the Turner II decision preclude further First Amendment challenges to the must-carry law? This Note argues that the answer is no and that the time is drawing near for new challenges