Distinguishing Text Analysis and Translation: Overcoming the Security Barrier

Translating texts and the grammatical or literary analysis of texts adhere to distinct methodical pedagogies and very different psychological approaches. Translation requires thinking in and with the two languages translated, whereas text analysis necessitates thinking in and within the one language of the text. Continual translation of texts during grammatical or literary analysis erects a psychological and linguistic security barrier between the mother tongue and the foreign language studied which prevents the thinking in and with the foreign language. The methods of text analysis aim at decoding or interpreting the text with the use of synonym and antonym exercises, the application of syntax deconstruction and morphological formation, with aspect, tense and mood verbal phrases, with etymological research, tropes and figures of speech, with the comparing of different discourses through the study of learned words and common words, jargon and slang. Translation and literary analysis should be taught as parallel subjects the very first year of university with the same texts or easy-to-read books in order to show students how both apply different methodical terminologies, and how they require contrasted psychological approaches. Their parallel study is the first step towards bilingualism, and consequently biculturalism since it demarcates clearly the two disciplines, and at the same time, obliges students to reconsider his or her mother tongue in relation to the foreign language in question. For to learn a foreign language has no negative bearing or impact on one's mother tongue; on the contrary, they are mutually enriched

The Mediaeval Epic Narrative of 'Ji Bu Ma Zhen' (李布骂陣) 'Ji Bu Insulting the Enemy'

My essay is a historical and cultural interpretation of the Chinese mediaeval epic poem ' Ji Bu Ma Zhen' 'Ji Bu Insulting the Enemy ' ( 李布 陣 骂 ) within its cultural environment of the Tang period. Following a brief presentation based on Chen Yinke's observations, I succinctly expose the various Eurasian communities that contributed to the cultural landscape of that period, especially Indian Buddhism, a multi-faceted landscape that fashioned the poetic form of Ji Bu as recited by the wandering Buddhist monks or laymen. I conclude my essay with a dialectical discussion of the underlining Confucian and the Buddhist values that I believe to be present in the poem, whose composition, hence, can be called hybrid: linguistically, issued from a combined scriptural and an oral culture, sociologically, forged from the melded Confucian and Buddhist values, the very hybridity that marks the Tang period as a remarkable one in Chinese History

An Examination of Project Based Learning at the Secondary Level: A Review of Literature

Project based learning (PBL) is a pedagogical approach designed to capture student interest by integrating a contemporary and relevant problem or issue with content standards. The expectation is that students who have not been successful under traditional teacher‐ centered/ lecture‐oriented instruction will be taken in by the opportunity to investigate a topic of personal interest using PBL. Moreover, some say that when constructivist learning (upon which PBL is based) is designed to reflect contemporary research methods and design protocols, students will be better prepared for the 21st century workplace (Apedoe, Reynolds, Ellefson & Schunn, 2008; Bell, 2010; Technology Assistance Program, 1998)

Rhetoric of Seduction and Seduction of Rhetoric in Paul de Man's ‘Allegories of Reading’

The essay analyzes the work of Paul de Man (1919-1983), in particular Allegories of Reading. Even though his posthumously revealed ties with Nazism reduced his academic influence, de Man is still considered the leader of  Deconstruction in America, and his favorite metaphor of 'seduction' summarizes his Nietzschean theory of rhetoric as illusionism, i.e. a strategy that provoke an affective reaction, independent from logic or facts. Yet, this metaphor seems to be in contrast with other tendencies of Deconstruction, namely the self-referential, non-voluntary, autonomous status of writing, the absence of critical meta-language, the reduction of psychology in criticism.  The essay analyzes the work of Paul de Man (1919-1983), in particular Allegories of Reading. Even though his posthumously revealed ties with Nazism reduced his academic influence, de Man is still considered the leader of  Deconstruction in America, and his favorite metaphor of 'seduction' summarizes his Nietzschean theory of rhetoric as illusionism, i.e. a strategy that provoke an affective reaction, independent from logic or facts. Yet, this metaphor seems to be in contrast with other tendencies of Deconstruction, namely the self-referential, non-voluntary, autonomous status of writing, the absence of critical meta-language, the reduction of psychology in criticism

Maternal and Temperamental Influences on Children\u27s Emotion Regulation

Toddler-aged children are expected to shift from being solely dependent on parents to regulate their emotion (e.g., Fox & Calkins, 2003) to being able to independently regulate their emotions (Calkins & Johnson, 1998). Mothers\u27 responses to children\u27s negative emotions are expected to influence this development. Children\u27s temperamental negative reactivity was found to moderate the effect of mothers\u27 socialization attempts on children\u27s regulatory behaviors, as suggested by previous theoretical and empirical work (e.g., Putnam, Sanson, & Rothbart, 2002; Rothbart & Bates, 1998). Specifically, highly negatively reactive children showed no correspondence between their mothers\u27 attention-shifting strategies and their own attentionshifting regulation behaviors. This finding is consistent with the proposed process by which temperamentally reactive children become overaroused and unreceptive to mothers\u27 socialization efforts (Hoffman, 1983; Scaramella & Leve, 2004). Lastly, children\u27s reactivity did not moderate the effects of mothers\u27 emotion-intensifying socialization on children\u27s emotion-intensifying regulation behaviors, a finding which deserves further study

Maternal and Temperamental Influences on Children\u27s Emotion Regulation

Toddler-aged children are expected to shift from being solely dependent on parents to regulate their emotion (e.g., Fox & Calkins, 2003) to being able to independently regulate their emotions (Calkins & Johnson, 1998). Mothers\u27 responses to children\u27s negative emotions are expected to influence this development. Children\u27s temperamental negative reactivity was found to moderate the effect of mothers\u27 socialization attempts on children\u27s regulatory behaviors, as suggested by previous theoretical and empirical work (e.g., Putnam, Sanson, & Rothbart, 2002; Rothbart & Bates, 1998). Specifically, highly negatively reactive children showed no correspondence between their mothers\u27 attention-shifting strategies and their own attentionshifting regulation behaviors. This finding is consistent with the proposed process by which temperamentally reactive children become overaroused and unreceptive to mothers\u27 socialization efforts (Hoffman, 1983; Scaramella & Leve, 2004). Lastly, children\u27s reactivity did not moderate the effects of mothers\u27 emotion-intensifying socialization on children\u27s emotion-intensifying regulation behaviors, a finding which deserves further study

Pilot Assisted Inertial Navigation System Aiding Using Bearings-Only Measurements Taken Over Time

The objective of this work is to develop an alternative INS aiding source other than the GPS, while preserving the autonomy of the integrated navigation system. It is proposed to develop a modernized method of aerial navigation using driftmeter measurements from an E/O system for ground feature tracking, and an independent altitude sensor in conjunction with the INS. The pilot will track a ground feature with the E/O system, while the aircraft is on autopilot holding constant airspeed, altitude, and heading during an INS aiding session. The ground feature measurements from the E/O system and the INS output form measurements provided to a linear KF running on the navigation computer to accomplish the INS aiding action. Aiding the INS will be periodically repeated as operationally permissible under pilot discretion. Little to no modeling error will be present when implementing the linear Kalman filter, indicating the strength of the INS aiding action will be exclusively determined by the prevailing degree of observability

The Effects of a Persuasive Presentation and Group Discussion on Parental Attitude in a Youth Sports Camp Parent Conference

The general purpose of this study was to increase parental support for inclusion of services for children with special needs. A persuasive presentation and group discussion were conducted at a parent conference at a youth sports camp The presenter was a social worker who has experience working with children with special needs. The presenter developed the presentation and helped guide the discussion. Anonymous pre-test and post-test surveys of parental attitude toward the presentation issue were taken. From these surveys, the effects of level of involvement and level of knowledge on level of importance were assessed. Attitude change occurred in this study, but it was not due to an increase in level of knowledge. Level of involvement was not found to be a predictor of post-test importance. In addition, the interaction of involvement and knowledge was not found to be a significant predictor of post-test importance

Emotion Socialization, Emotional Competence, and Social Competence and Maladjustment in Early Childhood

In this study of preschool children and parents (N=64), we examined relations between two facets of parents\u27 emotion socialization: direct and indirect socialization; three facets of children\u27s emotional competence: emotion expression, regulation, and understanding; and their relations with children\u27s social and emotional adjustment. Few associations were observed between indicators of parents\u27 emotion socialization and among indicators of children\u27s emotional competence, suggesting that these constructs are better understood as multi-faceted, rather than unitary processes. Additionally, aspects of children\u27s emotional competence linked--both directly and indirectly--parents\u27 emotion socialization behaviors and children\u27s social and emotional adjustment. Results are discussed with regard to the role of parents\u27 emotion socialization and children\u27s emotional competence, especially emotion regulation, in children\u27s adjustment during preschool

Emotion Socialization, Emotional Competence, and Social Competence and Maladjustment in Early Childhood

In this study of preschool children and parents (N=64), we examined relations between two facets of parents\u27 emotion socialization: direct and indirect socialization; three facets of children\u27s emotional competence: emotion expression, regulation, and understanding; and their relations with children\u27s social and emotional adjustment. Few associations were observed between indicators of parents\u27 emotion socialization and among indicators of children\u27s emotional competence, suggesting that these constructs are better understood as multi-faceted, rather than unitary processes. Additionally, aspects of children\u27s emotional competence linked--both directly and indirectly--parents\u27 emotion socialization behaviors and children\u27s social and emotional adjustment. Results are discussed with regard to the role of parents\u27 emotion socialization and children\u27s emotional competence, especially emotion regulation, in children\u27s adjustment during preschool