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Malcolm X and Black Lives Matter: How Media Bias, Globalization, and Exigence affect the Messages of Rhetorical Movements
No full textIn order to provide insight into the effectiveness of messages about racial equality for black Americans, this project utilized Critical Race Theory (CRT) to assess and juxtapose two Malcolm X speeches with rhetoric from the Black Lives Matter (BLM) movement, through neo-Aristotelian Criticism. The messages from Malcolm X’s two speeches and the rhetoric from the BLM movement were extrapolated and defined through Critical Race Theory. Themes of globalization, Black Nationalism, epistemology, white-centricity, black-affirmation, self-identification, imagery, and media bias have been touched on and explored. The speeches, the rhetoric and all of their elements were placed in their historical contexts. In accordance with neo-Aristotelian Criticism, the messages of the Malcolm X speeches and the BLM rhetoric were evaluated using the five canons of rhetoric. Finally, the messages of the speeches and the rhetoric were analyzed for effectiveness given their historical context and their use of the five canons of rhetoric
Teacher Knowledge and Perception of Mathematics Disabilities and Dyscalculia
No full textThe inclusion of students with mathematical learning disabilities (MLD) in the general education (GE) math classroom has become increasingly prevalent, and with the adoption of the Common Core State Standards, it has become the role of GE math teachers to ensure that all students work towards grade-level math standards. The following research utilized a survey to evaluate the perceptions of Wyoming middle-level math teachers in order to: (a) determine the extent of their knowledge and understanding of MLD and the disability dyscalculia; (b) examine the nature of their attitudes regarding MLD; (c) identify what supports and interventions are utilizing within their classroom to support learners with MLD; (d) explore what they see as the perceived barriers to providing instruction and/or supports to learners with MLD; and (e) examine whether teachers feel effective when working with students with MLD. An analysis of the data revealed that Wyoming middle-level math teachers believe they understand the impact of MLD and feel adequately prepared to teach students with MLD. However, qualitative data identified some perceived barriers related to working with students identified with MLD. The four biggest barriers overall were: (a) lack of training/knowledge about MLD; (b) lack of time to work with students in one-on-one instructional situations; (c) lack of resources (including special education personnel); and (d) pressure to have and meet the needs of all students in the GE math setting. The research also showed that perceived barriers play a part in whether teachers felt effective when working with students with MLD
Iteration with Stepsize Parameter and Condition Numbers for a Nonlinear Matrix Equation
No full textIn this paper, the nonlinear matrix equation , where is a positive integer, is an arbitrary matrix, and is a symmetric positive definite matrix, is considered. A fixed-point iteration with stepsize parameter for obtaining the symmetric positive definite solution of the matrix equation is proposed. The explicit expressions of the normwise, mixed and componentwise condition numbers are derived. Several numerical examples are presented to show the efficiency of the proposed iterative method with proper stepsize parameter and the sharpness of the three kinds of condition numbers
