2199 research outputs found
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Title: Women Framing American Rights II: Framing the Call to Activism
No full textTitle: Women Framing American Rights: Framing the Call to Activism and Service This poster presentation will focus on the theme of social activism. We will discuss and illustrate the relevance of inclusive activism and how social media can shape grassroots activism. Gone are the days of knocking on doors, posting leaflets and holding information nights to reach the current generation of social activists In addition, the poster will frame how instructors can create a social activist project during a semester. Our annual food drive was successful. Through use of social media, students access an understanding of how to create stronger social networks of giving.</p
Educating Students to Write for Publication
No full textFaculty in the academic setting are expected to disseminate by writing for publication. However, novice faculty often have no prior experience in publishing and may feel overwhelmed with the process. Educating students at the graduate level is an ideal time for providing exposure to the process of publishing. Faculty can create a supportive, nonstressful environment to help students achieve success. This presentation will showcase the highly successful publishing mentorship program implemented in the Nurse Educator graduate program. As graduate students become educators, they will be mentoring their students through the process of writing for publication. Active learning strategies in this program for teaching the process of writing for publication include identifying a topic, audience, and journal; developing a manuscript; querying the journal editor; and submitting the completed manuscript. Exemplars of student success will be highlighted. This program can also be tailored for graduate professional programs and undergraduate students.</p
\u27Nobody Cares. For Real\u27: The Public v. Private Dichotomy When Researching in a Digital Environment
No full textAbstract will be added later.</p
Inspiring and Empowering KSU Pre-service Teachers to Understand the Value of Natural Outdoor Environments for Young Children
No full textAbstract will be added later.</p
An Examination of Text Authenticity
No full textIn this study, the use of authentic materials is examined in reading classes at the ESL Center in Kent State University. Analyzing the reading textbooks that are used is considered the first data source. The instructors’ perceptions are considered as a second data source to inform the study about the type of authentic materials used. The students’ perception is the third source of data and their insights determines if authentic texts help to improve their language proficiency in general and their reading skills in specific. Research Questions 1-What is the nature of authentic materials in learning English as a second language in the ESL Center? 2-What are the insights and perceptions of ESL instructors about the authentic materials in reading in the ESL Center? 3- What are the ESL students’ insights and perception of using authentic materials in reading in the ESL Center? Methodology Textbook analysis, Focus Group, Survey. Findings Authentic materials enhanced motivation, reading skills and vocabulary.</p
Formal and Informal Athlete Leaders: The Relationship between Athlete Leadership Behaviors and Cohesion
No full texthttps://kent-islandora.s3.us-east-2.amazonaws.com/node/9960/8852-thumbnail.jpgAside from coaches, athletes hold leadership roles amongst their teams (Loughead et al., 2006), and leadership behaviors often relate to cohesion (e.g., Shields, Gardner, Bredemeier, & Bostro, 1997; Vincer & Loughead, 2010). There are two main types of athlete leaders that have been identified: formal and informal athlete leaders. Vincer and Loughead (2010) discuss that in order to gain a conceptual picture of athlete leadership, these two types of athlete leaders must be examined independently unlike past literature, which has focused on athlete leaders as a general group. The present research examined the differences between formal and informal athlete leadership behaviors, the gender differences, and the relationship that leadership behaviors have with cohesion. Seventy-four varsity male and female college basketball players completed the Group Environment Questionnaire (GEQ; Carron, Widmeyer, & Brawley, 1985), the Leadership Scale for Sport (LSS; Challadurai & Saleh, 1980) modified for formal athlete leaders, and the LSS modified for informal athlete leaders. A paired-samples t-test revealed significant differences between formal and informal athlete leaders on leadership behaviors, and a Pearson-product moment correlation revealed significant correlations between athlete leadership behaviors and cohesion. These results could benefit coaches by increasing their understanding of athlete leaders, allowing them to more effectively select or appoint athlete leadership.
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Achievement Goal Orientation as a Predictor of Sport Involvement and Perceived Benefits of Sport Involvement: Examination of a Mixture Model
No full texthttps://kent-islandora.s3.us-east-2.amazonaws.com/node/9962/8854-thumbnail.jpgGrounded in the dichotomous achievement goal framework, this study examined the utility of achievement goal orientations to predict sport involvement and perceived benefits (social, intellectual, and fitness) associated with participation in three college recreational sport programs: group fitness, intramural sport, and sport clubs. A questionnaire, based on the Task and Ego Orientation in Sport Questionnaire (TEOSQ) and Quality and Importance of Recreational Services (QIRS) perceived benefit scale, was administered to recreational sport participants (n = 1,564) at a single institution. A mixture model was proposed and tested, for whichtask orientation was found to positively predict sport involvement and perceived benefits of involvement, while ego orientation only predicted sport involvement. Sport involvement was found to positively predict perceived benefits of involvement. Implications for sport practitioners include task goal orientation enhancement within sport offerings and increased involvement opportunities, while theoretical implications can guide future achievement goal research within the sport domain.</p
Putting Monet and Rembrandt into Words: Pierre Loti\u27s Recreation and Theorization of Claude Monet\u27s Impressionism and Rembrandt\u27s Landscapes in Literature
No full texthttps://kent-islandora.s3.us-east-2.amazonaws.com/facultybooks/23/thumbnail.jpgClaude Monet was not only the creator of what we now view as French Impressionist painting, he was also its last major practitioner. By the time he passed away in 1926, he had outlived all the other painters--Renoir, Morisot, Pissarro, Sisley, and the others whom we now group together under that heading. Yet when André Suarès, one of the four directors--along with Gide, Valéry, and Claudel--of the influential Nouvelle Revue Francaise, summed up the movement that year, he did not give Monet pride of place. Rather, he wrote, "Far more than Sisley, Claude Monet, or the Goncourt brothers, Loti was the great Impressionist." As this shows, that Pierre Loti, the once world-renowned French novelist, developed a remarkably Impressionist style was recognized early on. It continues to be acknowledged in France today. Franck Ferrand, a contemporary historian known for his appearances on French radio and television, recently wrote that "Pierre Loti [is] the only truly impressionist writer of French literature." Yet while those who know his work in France continue to see him as an Impressionist artist on the level of Monet and Renoir, no one has ever asked how he achieved this in literature, how he went about creating novels that resembled the work of Monet. That is the subject of this book. Examining certain of Loti\u27s important novels, this study shows how he managed to reproduce with words what Monet was doing in oils. It also shows how the author came to theorize about the effects of Impressionism on the reader-viewer. Finally, it demonstrates how and why, in one of his last novels, Loti undertook to reproduce the style of one of the painters most admired by Monet: Rembrandt van Rijn, whom the nineteenth-century French rediscovered in part because they could present his sketchy biography as a demonstration of many of the things liberal art historians and painters believed the ideal artist should be.</p
Richard Wright and Haiku
No full texthttps://kent-islandora.s3.us-east-2.amazonaws.com/facultybooks/24/thumbnail.jpgIn the last years of his life, Richard Wright, the fierce and original American novelist known for Native Son and Black Boy, wrote over four thousand haiku. In Richard Wright and Haiku, Yoshinobu Hakutani considers Wright the poet and his late devotion to the spare, unrhymed verse that dwells on human beings’ relationship to the natural world rather than on their relationships with one another, a strong departure from the intense and often conflicted relationships that had dominated his fiction. Wright was not the only famous American author to be attracted to the art of haiku. Jack Kerouac, the Beat Generation novelist known for On the Road and The Dharma Bums, also explored the form and wrote many haiku. For guidance Wright and Kerouac both turned to the four-volume critical history and collection Haiku by R. H. Blythe. Wright went on to emulate such classic haiku poets as Basho, Buson, and Issa as well as the modernist Shiki. Richard Wright and Haiku is presented in two parts. In the first, Hakutani traces the genesis and development of haiku in Japan, discusses the role of earlier poets, including Yone Noguchi and Ezra Pound, in the verse’s development in Japan and in the West, and deals with both haiku and haiku criticism written in English. He goes on to describe how Wright acquired the theory and technique of haiku composition and offers a historical and critical study of Wright’s haiku. Integral to Hakutani’s analysis is an exploration of what Wright in his Black Power: A Record of Reactions in the Land of Pathos called “the African primal outlook upon life.” Hakutani delves into how this view inspired Wright to turn to first the study of and then the writing of haiku. In the final chapter of the first part, Hakutani invites readers to try seeing Wright’s haiku as “senryu,” or humorous haiku. This departure from the relentlessly serious lens through which nearly all of Wright’s work is viewed by critics helps to expand readers’ perspectives on the poems and on Wright himself. In part two, Hakutani presents a selection of Wright’s poems from Haiku: This Other World. Each of the selected haiku is accompanied by a note that will provide assistance in interpretation and offers such additional information as definitions of critical or technical terms and bibliographical details.</p