Digital Commons Network^™

Vol. 19, No. 7 - Whole No. 26, David Bratman

Mythprint

Mythprint is the monthly bulletin of the Mythopoeic Society, a nonprofit educational organization devoted to the study, discussion, and enjoyment of myth and fantasy literature, especially the works of J.R.R. Tolkien, C.S. Lewis, and Charles Williams. To promote these interests, the Society publishes three magazines, maintains a World Wide Web site, and sponsors the annual Mythopoeic Conference and awards for fiction and scholarship, as well as local and written discussion groups.

Vol. 19, No. 3 - Whole No. 22, David Bratman

Mythprint

Mythprint is the monthly bulletin of the Mythopoeic Society, a nonprofit educational organization devoted to the study, discussion, and enjoyment of myth and fantasy literature, especially the works of J.R.R. Tolkien, C.S. Lewis, and Charles Williams. To promote these interests, the Society publishes three magazines, maintains a World Wide Web site, and sponsors the annual Mythopoeic Conference and awards for fiction and scholarship, as well as local and written discussion groups.

Vol. 19, No. 2 - Whole No. 21, David Bratman

Mythprint

Mythprint is the monthly bulletin of the Mythopoeic Society, a nonprofit educational organization devoted to the study, discussion, and enjoyment of myth and fantasy literature, especially the works of J.R.R. Tolkien, C.S. Lewis, and Charles Williams. To promote these interests, the Society publishes three magazines, maintains a World Wide Web site, and sponsors the annual Mythopoeic Conference and awards for fiction and scholarship, as well as local and written discussion groups.

Popular Culture Pedagogy: Theory And Application In Academia [Dialogue, Volume 3, Issue 1 (Spring 2016)], Lynnea Chapman King, Anna S. Cohenmiller

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

Popular Culture Pedagogy: Theory and Application in Academia [Dialogue, Volume 3, Issue 1 (Spring 2016)]

Editorial, Lynnea Chapman King and A. S. CohenMiller

Articles

(Re)learning about Learning: Using Cases from Popular Media to Extend and Complicate our Understandings of What It Means to Learn and Teach, Kelli Bippert, Dennis Davis, Margaret Rose Hilburn, Jennifer D. Hooper, Deepti Kharod, Cinthia Rodriguez, and Rebecca Stortz

Building a Popular Writing Course, Emily Howson, Chris Massenburg, and Cecilia Shelton

Lady Gaga Meets Ritzer: Using Music to Teach Sociological Theory, Kenneth Culton and José A. Muñoz

A Framework for Using Popular Music Videos to Teach …

Applications In The Classroom: Pop Culture And Ed Psychology: What I Learned From Larry David, Rick Grimes, And Hank Hill, Melissa Vosen Callens

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

In teacher education courses, it is common to teach educational psychology concepts using case studies. Many publishers provide these case studies in textbooks and/or in ancillary materials, and there are many advantages to using them. For example, an instructor does not have to spend extra time finding or writing the case studies, both of which can be very time consuming. In addition, if students have the textbook, they have immediate access. One major disadvantage, however, is that students may find themselves uninterested and disengaged with the cases, depending on the students’ interests and the cases. This paper argues that studying …

(Re)Learning About Learning: Using Cases From Popular Media To Extend And Complicate Our Understandings Of What It Means To Learn And Teach, Kelli Bippert, Dennis Davis, Margaret Rose Hilburn, Jennifer D. Hooper, Deepti Kharod, Cinthia Rodriguez, Rebecca Stortz

Dialogue: The Interdisciplinary Journal of Popular Culture and Pedagogy

This article utilizes sociocultural and socio-constructivist learning theories to analyze incidents of learning, and by extension teaching, in six different popular media selections. The authors describe their shared theoretical framework and the nature of the original analyses, which were completed as part of a doctoral course assignment. Each of the six excerpts is then described and discussed employing unique theoretical perspectives. The use of popular culture as the context for examining learning and teaching provides a space untethered from traditional notions of schooling through which typically accepted assumptions about pedagogy are revealed, re-examined, and reframed.

Reduction Of The Vocalic Sequence /Ea/ In Tapatío Spanish, Karol Ibarra Zetter

Spanish and Portuguese ETDs

Reduction of the Vocalic Sequence /ea/ in Tapatío Spanish

This study investigates reduction in the vocalic sequence /ea/ in spontaneous conversational Tapatío Spanish from CCT: El Corpus Conversacional Tapatío (Martínez Gómez & Ibarra Zetter, 2017). An example of this phenomenon is the vocalic sequence /ea/ in the word in teatro ‘theater,’ which is often produced as [ˈtja.tɾo]. However, the word azotea ‘rooftop’ is usually pronounced [a.so.ˈte.a] by CCT speakers. The lexical frequency of these words is one factor that influences the degree of /ea/ reduction. Typically, there is a correlation between the frequency of lexical items and their phonetic reduction …

Program Review Report 11-5-24, Angela Brock

Program Review Committee

No abstract provided.

تأثير الغَمْر اللغوي في المدارس الخاصة "ثنائية اللغة" في البناء اللغوي السليم للغة العربية من وجهة نظر أولياء الأمور في سلطنة عُمان, طيف العيسائية, زاهر الغسيني

Journal of King Abdulaziz University: Educational and Psychological Sciences

يتناول هذا البحث تأثير الغَمْر اللغوي في المدارس الخاصة "ثنائية اللغة" في البناء اللغوي السليم للغة العربية من وجهة نظر أولياء الأمور في سلطنة عُمان. وانبثقت مشكلة البحث من القيمة الوجدانية للغة العربية بوصفها هُوية دينية، وثقافية، ووطنية، لكن نظرة أولياء الأمور إلى أن تأسيس أبنائهم باللغة الأجنبية يُمثل سلاحًا عِلميًا مستقبليًا، ممَّا أدَّى إلى ضعف التأسيس باللغة الأم نتيجة الغَمْر اللغوي والصراع مع اللغات الأجنبية. وارتكز البحث على الجانب التطبيقي وتوظيف المنهج الاستقرائي الوصفي، واعتمد الباحثان (المقابلة) أداة في جمع المعلومات للوقوف عن قُرب على الظاهرة المَبحوثة، واختيار عينة (قصدية/ غير عشوائية) (Non-probability sampling) من أولياء أمور الطلبة ممَّن …

Approved Programs 11-5-24, Angela Brock

Programs Committee (PC)

No abstract provided.

Establishing A School Of International Studies And Languages Within The College Of Arts And Sciences November 5, 2024, Angela Brock

General Education Committee

No abstract provided.

Programs Agenda 11-5-24, Angela Brock

Programs Committee (PC)

No abstract provided.

Ucc Minutes 11-5-24, Angela Brock

UCC Agendas/Minutes

No abstract provided.

Community-Led Workshops To Engage Action For Food System Change (Foodsequal), Clare Pettinger, Louise Hunt, Hannah Gardiner, Lisa Howard, Carol Wagstaff

School of Health Professions

Background: The UK food system is distorted by inequalities of access for socially and economically disadvantaged communities. There is a need for novel approaches whereby communities can lead food system change. Research Objective: This study aimed to explore creative methods (delivered by community members) to support dietary benchmarking activities as part of a UK consortium food system transformation research project (FoodSEqual, 2021). Methods: Several ‘shopping basket’ workshops were run to ‘sense check’ national dietary datasets against local community lived experience, seeking aspirational views on dietary change. Informed by UK data synthesis (Methven et al 2022), workshops were co-designed by community …

Engaging Secondary Schools In Food Activities – Curriculum Enrichment (Foodsequal), Clare Pettinger

School of Health Professions

Background: Secondary schools in disadvantaged communities are vulnerable to poor food provision. Food literacy in children builds skills and confidence to support lifelong healthy (sustainable) eating habits (Carroll et al 2021). Research Objective: The aim of this study was to co-design a food-themed curriculum enrichment week for secondary school children to explore food literacy and school food culture (FoodSEqual, 2021) Methods: A series of taster sessions (cooking; filming; games; discussions) were run to introduce ideas. This informed co-design of food-themed curriculum enrichment week activities. Food literacy focus groups were run with students; interviews with school teachers (school food culture); observations …

Les Expressions Erronées Dans La Traduction De Certains Francisants À Tai Solarin University Of Education, Malik Garba, Tajudeen Salaudeen

Tête à Tête: Journal of Francophone Studies

La traduction est tout simplement la transposition du message d’une langue de départ vers une langue d’arrivée pour exprimer la même réalité. Cette recherche vise à nous élucider sur ce que c’est la traduction et la performance linguistique des apprenants Anglophones : le cas des apprenants du français en troisième année à Tai Solarin University of Education (TASUED) dans l’état d’Ogun au Nigéria. Nous avons décidé de travailler sur une dizaine d’étudiants faisant le français pédagogique. Il s’avère nécessaire de mentionner que certaines phrases anglaises étaient tirées de l’ouvrage de Femi Ojo-Ade (2017) d’où les apprenants sont persuadés de fournir …

Des Rois Anglais Qui Parlent Français : Une Etude Sur La Situation Linguistique En Angleterre Après La Conquête Normande, Trent Dunkin

Tête à Tête: Journal of Francophone Studies

Prior to 1066, England was ruled by the Germanic speaking Anglo-Saxons. However, after the defeat of Harold II at the Battle of Hastings, William the Conqueror became King of England, ushering in a lengthy era in which English monarchs were primarily francophone. This article explores the linguistic situation in England before, during, and after the Norman Conquest of 1066. Specifically, this article looks at the Anglo-Norman dialect as a distinct Langue d’Oïl, focusing primarily on its phonetics, syntax, and orthography, using examples found in Laüstic and Chèvrefeuille, two lais written by Marie de France in the late 12 …

L’Insécurité Linguistique Et La Confiance De S’Identifier Comme Bilingue: Le Cas Des Élèves D’Immersion Française En Saskatchewan Au Canada, Olushola J. Adedeji, Michael Akinpelu

Tête à Tête: Journal of Francophone Studies

Les élèves d’immersion française partout au Canada ont le droit de s’identifier avec grande fierté et légitimité comme des bilingues (en anglais et français) canadiens. Pourtant, le niveau de fierté de s’identifier ainsi dépend largement de son niveau de confiance dans les deux langues. La présente étude examine les discours des élèves et des enseignants en immersion française pour dégager des idéologies linguistiques qui influent négativement sur la confiance des jeunes d’immersion française de se connaitre comme des bilingues. Les extraits de discours utilisés pour cette étude proviennent des données qualitatives et quantitatives collectées pour une thèse de doctorat (Auteur …

2024 Lsu Department Of French Studies Graduate Student Association Annual Conference Proceedings

Tête à Tête: Journal of Francophone Studies

No abstract provided.

Party Autonomy In Investor-State Arbitration: Supremacy Of Treaty And The Future Of Most-Favored Nation Treatment, Riddhi Dasgupta Ph.D

Georgia Journal of International & Comparative Law

No abstract provided.

Identity And Community Through Associations With Professional Sports Teams, Madison Harrigan

Scholars Week

This paper aims to analyze how fans of sports teams develop an active and strong community over an extended period, the personal connection each fan develops in their sense of identity as it relates to a sports team, and how branding impacts both identity and community within a team environment and fan interactions. Using affective agenda-setting theory, self-categorization theory, and social identity theory, this paper will support the belief that a strong connection exists between self-identity and sports teams' branding and messaging themes. Recommendations include exploring how linguistics affects perceptions of media and data analysis of the connection between access …

“We Don’T Do That”: Negotiating Graduate Education As A Bisexual+ Student, Kaity Prieto, Victoria B. Olivo

Journal of Queer and Trans Studies in Education

Bisexual+ people comprise the largest portion of the queer and trans community, yet there is limited research on bi+ subpopulations and a particular absence of literature exploring bisexual+ student identities and experiences. Much of the extant bi+ college student literature has centered on undergraduate experiences, leaving graduate experiences underexplored. Through this narrative inquiry study, guided by a queer theoretical framework, we sought to understand how bi+ graduate students navigate academic and professional contexts and how systems of power influence their identity negotiation narratives. Findings revealed pervasive bisexual+ erasure in academic contexts, pressure to conform to normative notions of professionalism, and …

Gray Advice, Keith Porcaro

Duke Law & Technology Review

Debates over economic protectionism or the technology flavor-of-the-month obscure a simple, urgent truth: people are going online to find help that they cannot get from legal and health professionals. They are being let down, by products with festering trust and quality issues, by regulators slow to apply consumer protection standards to harmful offerings, and by professionals loath to acknowledge changes to how help is delivered. The status quo cannot continue. Waves of capital and code are empowering ever more organizations to build digital products that blur the line between self-help and professional advice. For good or ill, “gray advice” is …

Japanese-English Translation:「翻訳について」、岸田國士著、一九三五年一月作 The Question Concerning Translation, By Kishida Kunio (Penned January 1935), Translated By Christopher Southward, November 2024, Christopher Southward

Comparative Literature Faculty and Student Scholarship

Japanese translator, essayist and dramatist Kishida Kunio (1890-1954) on the craft of translation with an emphasis on French literature and French - Japanese translation

Euphemism In Ai Discourse As Colonial Harm & Effect: Learnings From Subaltern Puerto Rico, Jacqueline Oquendo

LSU Doctoral Dissertations

Through three integrated studies, this dissertation explores complex human-AI interactions by comparing the perceptions of two groups of U.S. citizens: subaltern Puerto Ricans and stateside Americans’ interactions with ChatGPT. This corpus-assisted Critical Discourse Analysis or CLCDA, triangulated with 1:1 semi-structured interviews, validates scholars’ concerns about the biases inherent in generative AI. Contributing to those concerns, this dissertation reveals that ChatGPT deploys discourse strategies that, when executed, facilitate digital colonialism. Euphemistic language is prominent among its discourse strategies, replacing controversial words, phrases, and topics with more palatable ones. When prompted on events of historical significance, I find that ChatGPT’s discourse obscures …

The Echo: November 4, 2024, Taylor University

2024-2025 (Volume 112)

No abstract provided.

Discourse Markers In Courtroom Language, Karrar Salim Yaseen

Uruk Journal of Human Sciences

The current study is conducted to investigate the discourse markers used in courtroom discourse. It aims to identify the discourse markers used in the data under scrutiny and state the functions of such discourse markers. It hypothesizes that interjections are mostly used in the two selected episodes, and discourse markers are utilized to help keep the segments of the discourse coherent. Data is taken from a well-known TV show entitled “Caught in Providence” Providence municipal courthouse in which episodes, under question, are posted on the official account of Facebook. The results of the current study arrive at a variety of …

Teachers’ Perspectives Regarding Achievement Gaps For Low Socioeconomic Status Special Education Students, Julius Njabebuh

Walden Dissertations and Doctoral Studies

The problem addressed was that academic achievement gaps existed for low socioeconomic status (SES) family special education students among special education students in United States schools. This problem was important because it negatively affected equity in education as low SES community special education students lagged behind more affluent community special education students. The purpose of this qualitative study was to investigate secondary teachers' perspectives on how low SES influenced learning for special education students from such communities, thereby creating an achievement gap for the students. The theoretical framework that supported the study was Bandura's social cognitive learning theory. The research …

Cultural Responsivity And The Disproportionality Of African American Students In Special Education, Mia Hortman

Walden Dissertations and Doctoral Studies

The problem that was addressed in this study was a rural school district in southeastern Georgia was identified by the Georgia Department of Education as overidentifying African American students as having an intellectual disability (ID). The purpose of this study was to examine the perceptions of special education eligibility team members regarding this overidentification of African American students into the category of ID. This study was guided by Ladson-Billings’s (1995) theory of culturally responsive pedagogy. The research questions focused on the special education team members’ perceptions about the overidentification of African American students and their suggestions for a more culturally …

The Rider (2024-11-04), Natalie Lapsley

The Rider Archives

Vol.10 No.11