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Mother-women and doll-babies: the social construction of female characters in Kate Chopin's the awakening and Toni Morrison's Song of Solomon, 2003
Get PDFThrough feminist and cultural criticism, this study examines the novels of two renowned American authors, Kate Chopin and Toni Morrison, who have made immense contributions to the field of women's studies through their keen observation of the roles played by women in conventional American societies. This study was based on the concepts of Victorianism and patriarchy and the effects they have on middle-class women. The tenets of Victorianism perpetuated by late-nineteenth-century Louisiana Creole society, which the protagonist, Edna Pontellier, inhabits in Kate Chopin's The Awakening, do not encourage Edna's pursuit of independence. And the institution of patriarchy perpetuated by the early-twentieth-century African-American middle-class society, which the protagonist, Ruth Foster Dead, occupies in Toni Morrison's Song of Solomon, inhibits the female characters in the novel from becoming individuals. The conclusions drawn from the findings suggest that in spite of their differences in race, eras, and societies as middle-class women both Edna Pontellier and Ruth Foster Dead undergo significant hardships due to the social strictures of their patriarchal societies
A case study on the effects of a brain-based learning environment on academic achievement. Attendance, discipline, and motivation, 2006
Get PDFThe purpose of this study was to examine the effects of a Brain-based Learning environment on academic achievement, attendance, discipline, and motivation. An additional purpose was to assess teacher perceptions of the Brain-based environment. The sample consisted of 39 teachers and 264 students whose Criterion Referenced Competency Test (CRCT) data were analyzed. Teachers were given the Teacher Perceptions Survey: A Case Study on the Effects of a Brain-Based Learning Environment on Academic Achievement, Attendance, Discipline, and Motivation. The instrument contained 25 statements to which respondents were asked to mark the degree to which they agree or disagree. The research found that teachers' perceptions of the learning environment were mostly positive. Teachers had higher levels of agreement with statements regarding Brain-based Learning, motivation, achievement and less agreement on discipline. School leaders believed that the brain-based learning environment positively impacted student achievement and success. Academic data revealed that students the treatment had a positive effect on all students but fifth graders had the highest level of significant difference. This indicates that maturity and consistency in receiving the treatment may show greater gain academically. Those partially treated and fully treated students at grades three and five had difference in mean score averages but the level of significant difference was not statistically relevant. The conclusion drawn suggests that the brain-based learning environment is good for all students. The identified school and other schools should expand this research to implement brain compatible strategies into all schools
