What It Means to Love (Through A Black Lens)

This work will examine black love: its perceptions and understanding, through various sociological research and physical manifestations that will culminate in a dance performance. This examination of the evolution of black love through time will be researched in multiple mediums including writings, studies, and media usage personification and internalization. All sources will look at the critical evaluation of love in a cultural context, such as Bell Hooks "Black People and Love", popular musical artists such as Beyoncé and Jay Z, and many others. The performance will illustrate the physicality of black love with cultural references as it is perceived and felt.Dance Undergraduate Studies Student Funding Initiatives Arts Undergraduate Research ScholarshipNo embargoAcademic Major: Danc

Affect and strategy use in independent language learning

Affect is about emotions and feelings, moods and attitudes, anxiety, tolerance of ambiguity and motivation. For some it is also connected with dispositions and preferences (Oatley & Jenkins, 1996). It is generally accepted that the affective domain encompasses a wide range of elements which reflect the human side of being, and play a part in conditioning behaviour and influencing learning. We are becoming more knowledgeable about the importance of attention to affective factors, but there is still a huge gap in terms of our knowledge of the affective strategies that students use or could use to promote more effective language learning. Moreover, the research that has been carried out into affect over several years has largely concentrated on language learning in the classroom (Arnold, 1999; Ehrman, 1996; MacIntyre, 1999; Young, 1999) with very few studies devoted to independent learning settings. Independent language learners, whether learning through self-access, distance or other modes, are a fast-growing group, and we need to know more about them, in particular the ways in which their affective needs differ from those of classroom learners (Harris, 2003; Hurd, 2002; White, 2003). This chapter investigates affect and strategy use in independent settings. It looks first at the concept of affect and its interrelationships with other domains, continues with an exploration of strategy definitions and classification schemes in relation to affect, and concludes with a study carried out with a small group of distance language learners using think-aloud verbal protocols

Investigating affect in a distance language learning context: approaches and methods

The investigation of affect has been moving (somewhat quietly) up the second language acquisition (SLA) research agenda for a number of years and is now beginning to make a wider impact as the place of emotions becomes more firmly embedded in theories of learning and language learning (Beard et al., 2007; Putwain, 2007; Oxford, 1999; Young, 1999; Arnold, 1999). The distance language learning environment is unique in that learners have to manage to a much larger extent on their own than in classroom settings, and this can have major impact on the way they feel, sometimes exacerbating negative emotions as there is no one to give immediate feedback and reassurance (Hurd, 2006, 2007a; White, 2003, 2005). This paper gives a brief overview of affect in a distance language context in conjunction with the literature relating to classroom contexts and discusses and evaluates research methods for investigating the affective domain

Bottom-Up Organizing: HERE in New Haven & Boston

[Excerpt] HERE is a union in the process of change. After decades of cooperative relations with management, the union\u27s national leaders were rudely awakened when the major hotel chains jumped on the union-busting bandwagon in the late 1970s: contract concessions were demanded, organizing drives were vigorously opposed, and programs were implemented to weaken existing locals. HERE has responded with a newfound militance, demonstrated in strikes in New York, Las Vegas, Minneapolis, and Monterey, California. To stem the decline in the union\u27s membership, Vincent Sirabella, the innovative and politically progressive head of HERE\u27S New Haven Local 217 since 1957, was promoted to Director of Organization in 1983 by HERE President Edward Hanley

Managing and supporting language learners in open and distance learning environments

This chapter explores the nature of support for the language learner within the context of open and distance learning. It argues that, in order to be in a position to advise and support appropriately and effectively, it is necessary to address the many variables that exist in any body of learners, including beliefs and attitudes, styles and strategies, and to take these into account when designing a course for distance learners. Preliminary work in this area is reported through the findings of a study into the beliefs, strategies and attitudes to support carried out with a group of Open University (OU) students of French. Finally, it is proposed that if we are to promote an autonomous approach to distance language learning, we need to extend our research into the kinds of strategies that prove particularly effective in this context, and the links that these may have with other learner variables. Tutors and course writers should also embrace the potential of the Internet to advise and support distance learners on-line, to offer new opportunities for knowledge gathering and language practice, and to encourage mutual support

Distance language learners and learner support: beliefs, difficulties and use of strategies

Evidence is mounting from a number of studies undertaken with groups of learners of all ages and all abilities that there is a particular factor common to successful language learners: strategic competence involving the use of appropriate learning strategies. The growing body of research into this area has not, however, had much to say so far about the special situation of those learning a language at a distance. Based on the findings of surveys and discussions carried out with students enrolled in the final year of the Diploma in French at the Open University, this paper investigates learner beliefs about learning a language at a distance, difficulties encountered, attitudes to learner support and the use of strategies. It concludes that metacognitive strategies may have an enhanced role for the learner of a language at a distance, but that further research is needed to determine more clearly the nature of this role, how metacognitive strategies relate to learner variables and the specific implications for learner autonomy, tutor support and course design

Current-voltage relation for superconducting d-wave junctions

We calculate the current-voltage (I-V) relation for planar superconducting d-wave junctions for both arbitrary transmission of the junction and arbitrary orientation of the d-wave superconductors. The midgap states (MGS) present at interfaces/surfaces of a d-wave superconductor influence the I-V relation. In some arrangements we find considerable negative differential conductance and lower threshold voltage for non-zero current due to resonant conduction through MGS.Comment: 4 pages, 2 figure

Affective factors and strategy use in a distance language context: a pilot study using think-aloud verbal protocols

This paper reports on a small-scale ethnographic pilot study using think-aloud verbal protocols (TAPs), which was carried out with novice distance learners of French. The study aimed to extend knowledge of the distance language learner experience through allowing learners to talk freely about the positive and negative emotions they were experiencing as they tackled two designated language tasks, and the strategies they used to manage these emotions. The study was prompted by the lack of research into affect in the distance context, despite a growing view that affective control may have special importance in this setting, given the isolation and the need for learners to exercise greater self-regulation than their classroom colleagues (White, 2003; Harris, 2003). Think-alouds were selected for their potential to ‘tap’ processes that are normally hidden, among learners that are hard to reach. The findings from the pilot, despite its small-scale nature, gave useful insights into affect and strategy use by this group of learners. With regard to the research tool, the paper concludes that while there are limitations to the use of TAPs, they nevertheless provide a unique method of gathering data from learners in a distance setting who are rarely given a voice