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The Golden Age of Spanish Literature - in Film
No full textThe Golden Age of Spanish Literature was one defined by the works of many great authors, such as Miguel Cervantes, Calderon de la Barca, Lope de Vega, and more. Although the scope of the literature written by these authors is immense, the majority of the information related to these works is characterized by realism, chivalry, and the exaggerated tropes of a quest for a virtuous life. This project will be an evaluation of these characteristics as they relate to the literature in which they are found, done through an evaluation of the works in a more modern media: film. In doing so, this work will aim to better understand the works as a whole, and furthermore, better describe the relationship between literature and cinema as they relate to historical tales. Perhaps the most relevant and well-known work from this time period, Don Quijote de la Mancha by Miguel Cervantes, will be the first work through which the relationship between the original literature and film will be evaluated. Next, the work of El Alcalde de Zalamea by Calderon de la Barca will be compared against a more modern interpretation of its story in film. This will be followed by the same analysis of Fuenteovejuna by Lope de Vega, and finally El Capitan Alatriste by Arturo Perez, a 20th-century author with a modern take on a tale set in historical Spain. Along with these works, others will be discussed as they relate to film in the modern age throughout the project
Improving Communication in the Appalachian Composition Classroom
No full textMany freshmen find the transition to college writing challenging, but composition instructors often assume that most students already possess a basic knowledge of the English language—that with just a few cursory remarks on how to correct errors in their papers, students will automatically realize what they have been doing wrong all along and begin to produce stellar essays. Unfortunately, such a transformation is rarely the case and, for many students coming from Appalachian discourse communities, is even more unlikely. Not only do most of these students graduate high school unprepared for the demands of academic writing at the college level, but many Appalachian students are keenly aware of the stigma that broader American society assigns to how they speak and communicate. Consequently, many Appalachian students bring a great deal of shame into the composition classroom, thus complicating the struggle to learn the conventions of academic writing.
Unlike their instructors, these students have not spent years studying language and literature; therefore, the knowledge that has become second nature to composition instructors is like a foreign language to these students, especially to those students who speak the Appalachian dialect, which can deviate significantly from standard English. In this presentation, I will discuss some steps composition instructors can take to bridge the gap between their implicit knowledge and clear, explicit instruction and to begin integrating Appalachian students into the language of academic discourse, while still honoring the discourse communities from which those students come
Was Immigration the Major Factor Contributing to the Surprising 6.6% Population Growth of Buffalo, New York in the 2020 Census?
No full textDraft Abstract – Robert Edwards GEO499
The purpose of this research paper was to examine the relationship between immigration to Buffalo, New York in the 21st Century and the surprising population increase in the city between 2010 and 2020. A comparison study with the peer Rust Belt cities of Cleveland, Ohio and Pittsburgh, Pennsylvania was also done, focusing on the historical population trends of the three cities since 1950 and their immigration patterns between 2010 and 2020. The analysis of this topic is useful in determining whether these three great American cities of industry are on the path to returning to their former glory and what role the influx of foreign migrants has played in the 21st Century. Data was collected from the American Community Survey and the U.S. Census Bureau and was analyzed using statistical methods to determine the results. The three cities followed an almost identical pattern of population decline for 60 years until the 2020 Census showed three completely divergent paths of population data from 2010 to 2020. It was also determined that immigration was not the sole reason for Buffalo’s population growth
Perceptions of Science and Scientists
No full textIn the early stages of the COVID pandemic, trust in science increased globally as the world looked to science for answers on how to protect itself against the virus (Imbler, 2021; Stevens & Dugan, 2021). But after scientists had developed vaccines to fight COVID and the pandemic continued on, trust in science began to decline. In the U.S., the nation became deeply polarized along political party lines regarding mask mandates and vaccination promoted by the scientific community(Borenstein & Fingerhut, 2022; Funk & Tyson, 2022). As a number of states within the U.S. have begun tocharacterize the COVID pandemic as “endemic”, it is important to re-examine the public’s trust in science at this phase of the pandemic. The present study will seek to examine current perceptions of science and scientists among adult members of the U.S. population and how perceptions of science and scientists are influenced by demographic (e.g., gender, age, education, ethnicity, income) and attitudinal (e.g., religious orientation, political orientation, conspiracist ideation) characteristics. Participants will complete an anonymous, online survey in which they will provide demographic information (e.g.,gender, age, ethnicity, education level, area type (rural, suburban, urban), religious orientation, political orientation, household income, conspiracist ideation) andcomplete the 20-item Negative Perception of Science Scale (NPSS) and the 21-item Trust in Science and Scientists Inventory (TSSI). Analyses will examine current perceptions of science and scientists and identify the demographic and attitudinal characteristics that are predictive of these perceptions
Health Literacy and Attitudes Towards Healthcare in Aging Appalachians
No full textThis study serves to analyze a relationship between the health literacy of older adults (aged 55+) and their perceived experiences, attitudes, and beliefs towards primary care physicians and regular healthcare visits. As our bodies age, the consistent utilization of primary health care becomes increasingly important to sustain our health and longevity, yet in Appalachia where there is a higher ratio of older to younger adults, fewer of the older generation regularly utilize primary healthcare due to barriers of “convenience, information quality, courtesy of health care, and providers relying on stereotypes,” (Morrone et. al., 2021). Utilizing a health literacy screener followed by a brief questionnaire, this study aims to identify a relationship between having a basic understanding of health-related information, and the perceptions held by older Appalachian adults regarding primary health care visits. The results of this study should indicate a correlation between lower health literacy and high mistrust/negative regard towards primary care physicians and avoidance of regular healthcare visits. Past research has found that physical access to healthcare is one of the lowest perceived barriers to healthcare in the Appalachian population, leading future research to investigate perceptions and experiences with healthcare as potential barriers, particularly in the older adult population
Elizabeth Gibson Drinko Honors Convocation
Get PDFThe Elizabeth Gibson Drinko Honors Convocation Awards Program for Spring 2023, Marshall University, Huntington, West Virginia
Evaluating behavioral intention to increase classroom Geotechnology usage following geoinquiry implementation
Get PDFAs educational practices include foundational and cutting-edge preparation, the value of problem-based instruction employing industry-standard technologies increases. Geospatial technologies (GST), are a group of professional technologies, including GIS (Geographic Information Systems), used by industries to make informed decisions with spatial data. This study investigated educator behavioral intention to use GIS/GST in classroom practice, and the moderating effect, if any, of the GeoInquiry, a curricular resource. The UTAUT framework was employed to evaluate and quantify the factors impacting behavioral intention (performance expectancy, effort expectancy, social influence, and facilitating conditions). These data were examined to identify moderation by GeoInquiry usage. One hundred and two surveys were completed by educators in 27 states. The survey results indicate a moderate statistically significant relationship between each of the factors and behavioral intention. An increase in any factor will increase behavioral intention. The mean response increased for the group that used GeoInquiries in classroom instruction, indicating correlation between each factor and GeoInquiry usage. Statistically significant differences related to using GeoInquiries in classroom instruction were identified for effort expectancy, facilitating conditions, and behavioral intention. Similar results related to the degree of GeoInquiry usage were not found. Implications include professional development for both educators and administrators, the continued development of curricular resources, and an alignment of both professional development and curricular resources to high yield instructional strategies, standards, and student engagement. Recommendations for future research include expanding the number of survey respondents, modifying items, conducting structured interviews, social network analysis, and developing curricular resources, which could impact student learning with digital mapping technology
