The Effects of Fictional Literature on Real-World Perceptions of Students

The ways in which fiction affect the perceptions of high school students’ realities are many, and they vary widely depending on the book read. While lessons can be learned from every fictional book, certain types of books are more beneficial and relevant for students. Young adult literature, while often overlooked, is a significant source of students’ perspective shifts and metacognition. Every book has a lesson that it can teach students, but contemporary young adult literature deserves to be taught in schools alongside the classics in order for students to make personal connections with the texts they read and take an aesthetic and personally-linked interpretation from them

Process as Practice : Expressions of the Numinous

This statement explores the ways in which language and art making approach description of spiritual and largely ineffable experiences. Through the lens of Rudolf Otto’s discussion of the numinous, visual languages, including darkness, scale and silence, are explored as methods for expression of the spiritual. Throughout the exploration of material and process, an emphasis is placed on exploring a relationship between the transcendental and the everyday, between the physical and spiritual world. The making process is highlighted for its ability to create space and time to reflect on these questions. Printmaking as a translator of both object and image plays an important role in bridging leaps from personal studio practices to a shared experience of looking

The Effect of a Weight Training Program on the Happiness of Young Women

An increasing body of research indicates that exercise has some positive psychological effects. But few studies focus specifically on weight training as the treatment, or happiness as the dependent variable. Additionally, much research has focused on psychological state changes from immediately before, to immediately following a physical activity. Little has been reported on the relationship between weight training and general happiness over a longer period of time, (i.e. three to four months). The purpose of this study was: (a) to determine the effect of beginning and maintaining a regular weight training program on the happiness of previously sedentary women, (b) to determine the effect of beginning and maintaining a weight training program on the self-percieved health, attraction to physical activity, happiness, self-esteem and life satisfaction of previously sedentary women, and (c) to compare the effectiveness of short answer Likert scale questions on happiness, self-percieved health, attraction to physical activity, self-esteem and life satisfaction to the scores derived from the Psychap Inventory. This project involved two separate studies. The first involved a small group of women recruited from the general public, and the second involved a larger sample of women recruited from university health and weight training classes. Approximately one-half of the subjects weight trained for 15 weeks. The other half did not train. A survey consisting of the Psychap Inventory and five Likert scale questions relating to happiness was administered to all subjects before the training began and after the 15 weeks. Repeated Measures ANOVA and ANCOVA indicated that, in general, the weight training programs did not significantly affect the happiness, self-percieved health, attraction to physical activity, self-esteem or life satisfaction of the women. High correlations between some Psychap Inventory scores and Likert scale items indicated the efficacy of using the Likert scale questions to measure happiness

The Dual Analysis of Adjuncts/Complements in Categorial Grammar

The distinction between COMPLEMENTS and ADJUNCTS has a long tradition in grammatical theory, and it is also included in some way or other in most current formal linguistic theories. But it is a highly vexed distinction, for several reasons, one of which is that no diagnostic criteria have emerged that will reliably distinguish adjuncts from complements in all cases – too many examples seem to "fall into the crack" between the two categories, no matter how theorists wrestle with them. In this paper, I will argue that this empirical diagnostic "problem" is, in fact, precisely what we should expect to find in natural language, when a proper understanding of the adjunct/complement distinction is achieved: the key hypothesis is that a complete grammar should provide a DUAL ANALYSIS of every complement as an adjunct, and potentially, an analysis of any adjunct as a complement. What this means and why it is motivated by linguistic evidence will be discussed in detail