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The Essential Role of Courts for Supporting Innovation
No full textarticle published in law reviewCommercial parties commonly resolve their disputes in arbitration rather than courts. In fact, some estimate that as many as 90 percent of international commercial contracts opt for arbitration of future disputes, and others claim that some industries never resort to courts. However, a study of arbitration clauses in a wide variety of contracts, including franchise agreements, CEO employment contracts, technology contracts, joint venture agreements and consumer cell phone contracts, reveals that parties very often carve out a right to resort to courts for the resolution of claims designed to protect information, innovation, and reputation. Studies of international and cross-border contracts indicate that the preference for courts requires that parties are comfortable with available court systems, but when courts are thought to adequately protect information and innovation, they appear to be superior to arbitration. The data suggests that nations wishing to compete effectively for technologically-sophisticated investments must do more than credibly commit to enforcing arbitration clauses and awards. Court reforms are likely essential
GED Student Achievement Trajectories and Predictors: Using the Latent Class Growth Model to Understand Heterogeneous Learning Patterns
No full textThesis completed in partial fulfillment of the Honors Program in Psychological Sciences under the direction of Dr. Sonya Sterba. Employs Latent Class Growth Modeling techniques to describe and predict heterogeneous learning patterns among adult female students at a GED preparation program.Each year, 500,000 adults take the General Education Development (GED) exam, the
gateway to a high school equivalency diploma. Nearly 40 percent fail. Little research exists on
the relation between preparation experiences and exam success. This thesis investigated
heterogeneous learning patterns among women at a GED preparation program in Detroit,
Michigan during their first ten months of enrollment. Using Latent Class Growth Modeling,
patterns among repeated measures on math and on reading were best accounted for by three
latent trajectory classes per subject. Classes followed unique and non-overlapping achievement
trajectories. Five factors were assessed as potential predictors of trajectory class membership.
Younger age, non-English native language, and employment predicted a higher-achieving math
trajectory, while being a native English speaker and being a single head of household predicted a
higher-achieving reading trajectory. Last school grade completed was not predictive of
achievement in either subject domain. Associations between math and reading achievement
trajectories were also analyzed, with students generally exhibiting similar levels of achievement
across subjects, though high math achievement trajectory membership was more predictive of
high reading achievement trajectory membership than vice versa. Finally, membership in classes
following higher achievement trajectories was determined to be associated with a greater
likelihood of success on the GED exam.Vanderbilt UniversityPsychology and Human DevelopmentPeabody CollegeThesis completed in partial fulfillment of the requirements of the Honors Program in Psychological Sciences under
the direction of Dr. Sonya Sterba
Marshalling Chaos: The U.S. and the Coalition in the Persian Gulf War
No full textHistory Department Honors Thesis, 2014. Awarded: Highest Honors.Department of HistoryCollege of Arts and Scienc
The End of the Patent System: How Politicians and Performers Reformed the Victorian Theatre
No full textHistory Department Honors Thesis, 2014. Awarded: Honors.Department of HistoryCollege of Arts and Scienc
Lenn Goodman on Religious Pluralism and Values in the Public Sphere
No full textIn this podcast, Chris Benda, theological librarian at the Vanderbilt Divinity Library, interviews Vanderbilt Professor Lenn Goodman about his book Religious Pluralism and Values in the Public Sphere
The Slant; Vol. 14 Issue 8 March 19, 2014
No full textStudent humor newspaper at Vanderbilt University
It Just Makes Sense: Cognitive Development, Instructional Design, and Technology-Based Curriculum
No full textTeaching and Learning Department Capstone ProjectThis capstone employs research from cognitive architecture to analyze, critique, and inform a form of digital scaffolding called Immersedition. Specifically, this capstone explores the way in which Immersedition and Immersicons account for the learner, context, curriculum, and assessment. Findings include the responsiveness of the text to individual student needs through the interactive journey the text provides by allowing students to push beyond the barriers of the narrative usually proposed by reading in a traditional format. Implications for the future suggest a focus on developing skills to create self-regulated learners.Department of Teaching and LearningPeabody College of Education and Human Developmen
Teaching Creativity Skills Through STEAM Curriculum
No full textTeaching and Learning Department capstone projectWhile creativity is difficult to measure, it is not impossible. Educators must begin to identify and assess creativity in students in order for America to remain a competitive force in STEM fields. One way to measure creativity in students is to use a multifaceted approach incorporating personality factors, products, and parent observations. Additionally, creativity can be divided into sub-categories to better assess a student’s level of creative output on a continuum. Visual-spatial abilities and creative abilities are common creative traits shared by artists and STEM innovators, and teachers must begin capitalizing on this relationship. In this paper I make the case that there is a natural link between the creative thought processes taught in art classes, The Studio Habits of Mind, and the innovative thought processes desired in STEM subjects. I suggest that teachers incorporate this relationship into the interdisciplinary design-based curriculum STEAM, which includes the addition of art to the traditional STEM acronym.Department of Teaching and LearningPeabody College of Education and Human Developmen
The Anorexic Aesthetic: An Analysis of the Poetics of Glück, Dickinson, and Bidart
No full textEnglish Department Honors Thesis.My argument acknowledges the complex liminal space within which the artist creates—one in which art may constitute an act of self-assertion or a deliberate pattern of self-sabotage, among other non-symptomologic, aesthetic purposes. Anorexia is a disease of contradiction. Through attentive discipline and deprivation, it provides a kind of indulgence through perceived power. This conjuring of self-control leaves the anorexic feeling overcome by impotence. Anorexia is a disease of the mind that attempts to divide the body from the self, to acquire an identity through the act of renunciation. The anorexic ironically thrives and creates through the very act of self-annihilation. Paradoxically, the compulsion undergirding anorexia is to become visible by disappearing—contradictorily emaciating one’s self in an effort to recreate the body into a form so confronting that it cannot be ignored. I suggest that the integrated fields of literature and medicine provide the theoretical and analytical means to posit a kind of anorexic aesthetic: neurosis (metaphorically and stylistically) embodied in writing and, more specifically, anorexia nervosa embodied in poetry. While I choose to explore the rendering of anorexia in poetry, I by no means celebrate eating disorder as a gateway to creative genius or suggest that the anorexic style necessitates a disordered poet at its core. Quite to the contrary, I analyze this stylistic trend in the work of three “anorexic poets,” a term which I operationally use in a stylistic rather than a diagnosing sense. The experiential histories of the poets I choose to analyze vary: first, Louise Glück, officially diagnosed with anorexia nervosa; second, Emily Dickinson, a known ascetic whose apparent anxieties parallel those associated with anorexia nervosa; and, lastly, Frank Bidart, occupying the narrative persona of a woman officially diagnosed with anorexia nervosa. Each of these poets’ works embodies in its own way the vast contradictions built into the contrarian impulses of anorexia and the complex processes by which the margins of often harshly self-disciplined expression are continually redefined. I analyze the poetic aesthetics of these representative authors’ works, allowing each chosen reading to interact with the symptomology, therapy, and neutralization of disorder. In doing so, I deconstruct instances of both “anorexic” poiesis and mimesis throughout the respective collections.Vanderbilt UniversityEnglish DepartmentCollege of Arts and Scienc