3030 research outputs found
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We the freaks
No full textA creative thesis written for the fiction sequence of the Southern New Hampshire University Master of Fine Arts Creative Writing programMaster of Fine Arts (M.F.A.)School of Arts and Science
The life of Mary
No full textBeing a woman in the 19th century meant mental restriction from society, even with radical parents like William Godwin and Mary Wollstonecraft. Born at the bloodiest time in French history, Mary Shelley was famous before she had produced her most famous work at age 19. Her novel Frankenstein earned Mary Shelley a permanent member of the intellectual circle surrounding Mary and her husband, the poet Percy Shelley. Mary’s own biography reads like a dramatic play with many travels, interactions with other thinkers, and personal tragedy. Her tumultuous marriage ended off the coast of Italy when Percy drowned alongside a comrade while sailing home. Their bodies washed ashore and a veil was lifted from Mary Wollstonecraft’s purpose as an author. She was finally free to shape her own destiny instead of chasing behind her wildly romantic and infamous husband. Mary lived in the shadow of her husband but was given the opportunity to thrive after his passing when she was only 23. In this project I will be taking a critical look at the biographies published about Mary Wollstonecraft Shelley and her life publishing and creating as a woman. Perspectives differ when compiling a complete history of her life and I will be assessing these discrepancies and the manners in which her life is compared to her formidable husband while comparing critical scholars’ perspectives throughout this paper. (Author abstract)Cass, A. (2015) The life of Mary. Retrieved from http://academicarchive.snhu.ed
Impact of literacy on children throughout history (1700s-1900s)
No full textThe focus of this research project is to examine childhood-based literacy texts and connect them to lessons that children from the time period were taught. Research will include what children were expected to know from each of the time periods that will be examined through this project. The time periods that will be looked at are 1700’s, 1800’s and 1900’s. Each time period chosen will have three different popular literary novels that children were expected to read during their schooling. It will focus on specific characters from each text, quotes from the novels, all intertwined with the research gathered from the time period. The characters will be looked at in depth and analyzed as role models, both positive and negative, for the specific children they were written for. The research is centered around the main questions of what were children taught throughout different time periods and how the focus of the lessons shifted throughout each different time period. It will include a general look at what was going on historically with these children throughout each time that solidify specific themes. These themes are “adventure,” “romance,” and “whimsy,” which are seen throughout each of the chosen novels. Each of these themes will differ throughout each time period but remain very similar to their counterpart texts in each respective time period. (Author abstract)Pelletier, K. (2015). Impact of literacy on children throughout history (1700s-1900s). Retrieved from http://academicarchive.snhu.ed
Robot, tell me a bedtime story
No full textThis project examines the possibility of programming a humanoid robot tell a semi interactive bedtime story to a child. We interested in looking at the robot as a useful tool for some purpose, e.g. contributing to the social good, rather than a novelty. Following standard software engineering practices, we start with a problem definition and then transform the problem into a set of behavior requirements. We proceed to create a design and a prototype implementation of the behaviors based on the requirements. Finally, we evaluate the prototype and list all simplifying assumption, successes, limitations, and problems for future work. The behaviors are implemented in the humanoid robot NAO. We give a demonstration of the behaviors and invite the audience to provide feedback, e.g. brainstorming about improvements or ethical considerations. (Author abstract)Ryan, S. (2015). Robot, tell me a bedtime story. Retrieved from http://academicarchive.snhu.ed
Still Life with Marigolds
No full textElizabeth Rush has crossed borders with Bangladeshi cattle smugglers, built homes with Lima’s squatters, and participated in the underground performance art scene in Yangon, Myanmar and Hanoi, Vietnam. Her work has appeared in Granta, Orion, Le Monde Diplomatique, Al Jazeera, Witness, the Huffington Post, Frieze, Nowhere and others. She is the editor and a contributor to Lost & Found Hanoi (ThingsAsian Press 2013), a collection of photographs that captures the essence of present-day North Vietnam. She currently teaches at the City University of New York and is at work on a non-fiction book about how marginalized people are responding to sea rise.
Rush is the recipient of numerous fellowships and grants including the Howard Foundation Fellowship awarded by Brown University, the Society for Environmental Journalism Grant, the Metcalf Institute Climate Change Adaptation Fellowship, and the Science in Society Award from the National Association of Science Writers. From 2015-2017 she served as the Andrew Mellon Postdoctoral Fellowship in the Humanities at Bates College (2015-2017). Today she teaches creative nonfiction courses at Brown University that carry the environmental sciences and digital technologies into the humanities classroom. Recently her students interviewed fishermen in the Narragansett Bay whose lives and livelihoods are being transformed by changes in the environment. Check out what they are up to here.
Rush has taught at the City University of New York and Southern New Hampshire University. She received her BA in English from Reed College and her MFA in Nonfiction from Southern New Hampshire University.Elizabeth Rush, a westerner who has been reporting on South East Asia for years, made good use of strange days just before Myanmar’s awakening to venture into the lost world of downtown Yangon, but it was not the large edifices of Empire that attracted her attention. Rather, she focused on the shop houses and private residences that line the alleyways and it is here, in these forgotten and secluded spaces, that the city’s real secrets have been kept. After all, it was not – in the bad old days of the Burmese regime – just those who were overtly political who had to succumb to the silence. In a world where anyone accused or perceived of being on the wrong side of the regime could end up in prison with no legal recourse, people turned inwards by necessity. Only behind closed doors was it safe to indulge in private obsessions and the day-to-day worries of making ends meet. Still Lifes from a Vanishing City celebrates and preserves the interior lives diligently maintained despite the dictatorship’s powerfully effacing reach
The effects of emotional content and time lapse reporting on eyewitness testimony
Get PDFThis experiment aimed to examine the influence of emotional versus non-emotional events on the recall and accuracy of eyewitness memory, and how the time between viewing the scene and reporting back about it affects the recall and accuracy. Four condition groups were established all viewing the same video but being told they were seeing either “actual footage” of a crime scene or a “reenactment”, and two taking the survey immediately after the video and the remaining two taking it four days later. The survey consisted of two open-ended questions asking for details about all aspects of the crime scene. Our experiment results established that the emotional level of the video affected recall but the time lapse did not have a statistically significant difference. We found that emotionality of a crime scene was positively correlated with recall accuracy. (Author abstract)Dominy, N. and Tremblay, J. (2014). The effects of emotional content and time lapse reporting on eyewitness testimony. Retrieved from http://academicarchive.snhu.ed
Frankenstein and Shelley: the author and her work
No full textWhen writing Frankenstein as a young, impressionable woman, Mary Shelley was heavily influenced by the works and legacies created by both her parents, William Godwin and Mary Wollstonecraft. Godwin and Wollstonecraft made their names in the world with their revolutionary ideas written out in books spread in Europe; with large shoes to fill as their daughter, Mary Shelley knew that she needed her own revolutionary work to move the world like they did. Because of this connection of legacy with her parents, many themes and lessons concerning her parents are featured in her novel, Frankenstein. The absence of her mother, who died ten days after giving birth to Mary Shelley, created the absence of a father in Victor Frankenstein for his creature. Mary as a child was tutored by her father in many subjects that would not normally be taught to females in this time period. That learning allowed her to include the subjects of science, humanities, and literature in her novel. In this paper, I will explain how knowing about Mary Shelley’s connection with her parents shaped her life and learning, by extension shaping her novel, Frankenstein. I will be looking at primary source materials by William Godwin, Mary Wollstonecraft, and Mary Shelley to note the connections between the texts, as well as secondary sources concerning Mary Shelley and her influences when it came to writing Frankenstein. I also will be looking at biographies of Mary Shelley’s life in order to relate her story to Frankenstein’s and the creature’s stories. The parallel between the author and the characters is essential in understanding the importance of Shelley’s parents in shaping her not only as an author, but as a woman in the Romantic Era. (Author abstract)Gambon, C. (2014). Frankenstein and Shelley: the author and her work. Retrieved from http://academicarchive.snhu.ed
Life expectancy by country
No full textFor this project, we questioned if it was possible to use regression analysis to predict the average life expectancy of a country’s citizen. The world is concerned about health due to poor air quality, inadequate sanitation, and lack of healthy drinking water. We used regression analysis to analyze these variables to see if they contributed to the overall life expectancy of a nation. We selected beneficial variables and eliminated variables that were ineffective. Although there are some variables that may seem to be effective, after checking residuals and correlations, we concluded which variables are useful. We chose a small sample size of twenty countries randomly in order to try to predict an accurate model for life expectancy of any country. The countries selected were Iraq, Oman, Tonga, Spain, Mongolia, Samoa, Qatar, Pap New Guinea, Lesotho, Mali, Bulgaria, Trinidad and Tobago, Canada, Bangladesh, Tanzania, Micronesia, Mauritius, Suriname, Austria, and Sao Tome and Principe. With the research conducted, we will be able to show the inadequacies of nations that affect life expectancy, and how to increase the average life expectancy of their citizens. (Author abstract)Berube, B. and Wallace, M. (2014). Life expectancy by country. Retrieved from http://academicarchive.snhu.ed