Wrestling with Father Shakespeare: Contemporary Revisions of \u3cem\u3eKing Lear\u3c/em\u3e and \u3cem\u3eThe Tempest\u3c/em\u3e.

In Shakespeare’s The Tempest and King Lear, the relationship between the father and his children affects the progression and outcome of events. Goneril and Regan oppose Lear after Cordelia’s untimely rebellion and disownment. In The Tempest, Caliban desires to overthrow Prospero for freedom. Similarly, the appropriative offspring also exhibit rebellious “children” challenging authority. In Jane Smiley’s revision of King Lear and Aimé Césaire’s rewriting of The Tempest, defiance renders the children fatherless. In Disney’s The Little Mermaid, Ariel initially disregards her father but ultimately accepts his rule. In Gloria Naylor’s Mama Day, the text itself becomes an orphan as the matriarchy flourishes. Although there appear to be few similarities between these works, the familial dynamic follows a similar formula: the children disobey, but only those who eventually accept the principles of the patriarchy are able to maintain a relationship with their parents; the children who reject the authority become orphans

Graduate Students as Partners in their Writing Instructor Training

This article addresses writing instructor preparation with a focus on challenges new instructors may face in classroom settings. Drawing on their writing center training, the contributors discuss strategies for better serving English as a Second Language (ESL) and American Sign Language (ASL) students, and explore the transformative experience of working alongside a composition professor as a Course-Embedded Consultant (CEC). The contributors address practical issues and offer solutions, including ways to better engage different populations of students. Ultimately, the contributors illustrate how treating students as partners in their writing teacher training can make instructor preparation more effective, providing new insights on CECs and on methods of engaging all students in the classroom

The Importance of Relationships in Service-Learning Projects: A Case Study from Eastern Kentucky University

A graduate course at Eastern Kentucky University included a significant Service-Learning project that evaluated and made recommendations about the University’s Writing Intensive program in collaboration with University administrators. The project’s goals included making sure that students have quality writing courses, that faculty are supported in teaching Writing Intensive courses, and that students develop the writing skills necessary to be successful in their professional lives. Additionally, the goals of Service-Learning center both on learning outcomes and community engagement, making it an effective method for cultivating this collaboration

A Collaborative, Trilateral Approach to Bridging the Information Literacy Gap in Student Writing

As localized assessments confirm national findings that undergraduates struggle to integrate resources into research-based compositions effectively, data at one comprehensive public university indicate library sessions improve students’ ability to locate and evaluate information, but students continue to struggle with the “use” component of information literacy. This article presents a trilateral case study among librarians, faculty, and writing center administrators, emphasizing the intersection of programmatic partnerships, assessment, and pedagogical best practices. Our research shows a trilateral approach to information literacy increases efficacy and a sense of shared responsibility in support of student research where traditional bilateral approaches fall short

Implementing Health Sciences After-School Programming for Mississippi High School Students: the Impact of Social Determinants of Health

Corresponding author (Pharmacy Administration): Saara Nasruddin, [email protected]://egrove.olemiss.edu/pharm_annual_posters_2022/1013/thumbnail.jp

Inspiring Minds, Exploring Science with Project SCORE Curriculum

Corresponding author (Pharmacy Administration): Tess Johnson, [email protected]://egrove.olemiss.edu/pharm_annual_posters_2022/1009/thumbnail.jp

Health Matters: Student-Developed Research Questions by Project SCORE Students

Corresponding author (Health, Exercise Science, and Recreation Management): Melissa Presley, [email protected]://egrove.olemiss.edu/pharm_annual_posters_2022/1015/thumbnail.jp

The PREDICTS database: a global database of how local terrestrial biodiversity responds to human impacts

Biodiversity continues to decline in the face of increasing anthropogenic pressures such as habitat destruction, exploitation, pollution and introduction of alien species. Existing global databases of species’ threat status or population time series are dominated by charismatic species. The collation of datasets with broad taxonomic and biogeographic extents, and that support computation of a range of biodiversity indicators, is necessary to enable better understanding of historical declines and to project – and avert – future declines. We describe and assess a new database of more than 1.6 million samples from 78 countries representing over 28,000 species, collated from existing spatial comparisons of local-scale biodiversity exposed to different intensities and types of anthropogenic pressures, from terrestrial sites around the world. The database contains measurements taken in 208 (of 814) ecoregions, 13 (of 14) biomes, 25 (of 35) biodiversity hotspots and 16 (of 17) megadiverse countries. The database contains more than 1% of the total number of all species described, and more than 1% of the described species within many taxonomic groups – including flowering plants, gymnosperms, birds, mammals, reptiles, amphibians, beetles, lepidopterans and hymenopterans. The dataset, which is still being added to, is therefore already considerably larger and more representative than those used by previous quantitative models of biodiversity trends and responses. The database is being assembled as part of the PREDICTS project (Projecting Responses of Ecological Diversity In Changing Terrestrial Systems – www.predicts.org.uk). We make site-level summary data available alongside this article. The full database will be publicly available in 2015

“Decipher its noises for us”: Understanding Sycorax’s Island in Marina Warner’s Indigo

The Marina Warner’s novel Indigo, or Mapping the Waters (1992) explores the effects of colonialism on the islanders of Liamuiga and the Everard family through a complex retelling of Shakespeare’s The Tempest that spans over three hundred years. Much like the appropriative novels of Gloria Naylor, in which past and present blend and meld, Indigo also suggests that time is not linear in its development. The subtitle, or Mapping the Waters, positions a sense of place at the crux of Warner’s novel. Moving back and forth between the twentieth century and the dawn of the seventeenth century, the novel also shifts between London and the Caribbean, suggesting the global import of Shakespeare’s late romance. The scene, in the Burkean sense, influences the actions of the characters as they struggle to be heard in their respective settings. Language also affects the ways in which these characters come to terms with their personal histories. Ultimately, the novel seeks to displace the hopelessness of Caliban’s decree in The Tempest —“You taught me language, and my profit on’t / Is I know how to curse” (1.2.364-65)— by giving a voice to the people silenced by colonialism

Students in Community Action: Service-Learning in the Mountains of Eastern Kentucky

This presentation will consider the work involved with responsibly developing, planning, and implementing a Service-Learning course at a comprehensive university with a service region comprised of several distressed counties in Appalachia. At Eastern Kentucky University, Service-Learning courses engage students in projects benefiting the surrounding community while simultaneously challenging students to think critically and creatively. One key detail that this description and most Service-Learning related scholarship ignores—and that this presentation will explore—is that a majority of students at Eastern Kentucky University are from the communities in which Service-Learning classes engage. For example, students in my Technical and Professional Writing class work directly with high school students from distressed eastern Kentucky counties identified as “at-risk” by the Kentucky River Foothills Development Council, helping those students navigate college and job applications and the interview process; many of my students also hail from those very same mountain communities. Drawing on IRB-approved pre and post-project surveys, I hope to shed light on how Service-Learning pedagogy works in this part of Appalachia. While this project will present specifics from my own experience at Eastern Kentucky University, it will focus on best practices for successfully and responsibly integrating Service-Learning pedagogy into the classroom as well as addressing how to cultivate effective relationships with community partners