441 research outputs found
Rose Water, Snake Wine
No full textRose Water, Snake Wine is a collection of poetry which investigates issues of intimacy, inheritance, and gender. In these poems the consciousness of the speaker seeks its place among in the ephemeral materials of contemporary life. They enact a struggle to find footing in memory of a rural past, as well as an attempt to comprehend the place of consciousness adrift within the mediated isolations of the digital age. The speaker of the poems struggles to attain balance between mind and body, past and present, the sensual real and tangled abstract. Rose water gestures toward the feminine and the lingering residue of religious efforts toward transcendence; snake wine represents a traditionally masculine virility, embodiment, loss of oneself in the intoxications of physicality.
Note: This thesis is under a author requested embargo until 2212, after which it will become available in accordance with end of expected copyright protection. This embargo year is intentional and not an error
Rose Windows: A Bridge Between Heaven And Earth
No full textThe rose window is a bridge between heaven and earth, a spiritual encounter, and an expression from within to allow the love of joy. Ornament and beauty are the adoration of light. Layers of composition and layers of light allow form to follow feeling through the structural repetition and thought of light as a material itself.Master of Architectur
Estimating the need and capacity for services in Oregon across the continuum of care
No full textsupported by the Oregon Health Authority & Oregon Alcohol and Drug Policy Commission ; produced by the OHSU-PSU School of Public Health ; authors: Katie Lenahan, MPH, Sara Rainer, MPH, Robin Baker, PhD, Rose Goren, MPH, Elizabeth Needham Waddell, PhD.Title from PDF cover (viewed on March 2, 2023).Covers OCLC #1416144432, OCLC #1371521237 and OCLC #1346450387.This archived document is maintained by the State Library of Oregon as part of the Oregon Documents Depository Program. It is for informational purposes and may not be suitable for legal purposes.Includes bibliographical references (pages A-1-A-15).Mode of access: Internet from the Oregon Government Publications Collection.Text in English
Anomalous women in fifteenth-century castilian ballads
No full textIn this thesis I examine anomalous women in fifteenth-century ballads. As well as taking into account the exterior socio-political factors moulding the romancero development, I look closely at the internal workings such as the literary tools affecting women’s depiction. Scholarship has already produced a number of studies with respect to women in the romancero. However, there has not yet been a comprehensive study, and so in this thesis I am looking to establish paradigms of acceptable and unacceptable behaviours and attitudes with respect to their literary depiction. Having logged the details of almost three hundred ballads, only a dozen or so stand out as containing women not conforming to an ideal and orthodox type that dominates the genre. I consider these ideal women (religious and secular) in Chapters II and III respectively. The subsequent chapters address women who are anomalous women within sub-categories. 'Provocative Doncellas' includes El caballero burlado, also known as La hija del rey de francia. Rosaflorida, and ¡Hélo, helo por do viene. 'Serranillas and Women in the Natural Environment' looks at Estáse la gentil dama and Fontefrida. The chapter on 'Dissatisfied Women' considers Romance de la bella malmaridada. Rosa Fresca, and Romance de Durandarte. Finally, I consider Mora Moraima as a paradigm of the 'Ethnically Marginalised Woman'. For the most part I use Brian Dutton'ร El cancionero del siglo XV: с. 1360- 1520, although some versions Dutton's cancioneros are incomplete, therefore I note when I use another source for the text
Exploring Self-Awareness of Self-Advocacy Skills Among Senior High School Students with Mild to Moderate Learning Disabilities
No full textStudents with disabilities do not take advantage of the resources available to them while in post-secondary institutions or places of employment because of a lack of self-advocacy skills (Mason et al., 2004). This inability to speak up for oneself results in a student’s inability to access the accommodations that they need in their postsecondary places of education or the workplace. Where does that start? Or where can that inability end? Students with mild to moderate disabilities have an IEP in school that allows their team to work on areas of strength and growth. As such, goals can be created in the area of transition that can explicitly teach students about the importance of self-awareness in self-advocacy as a psychoeducational goal, so students can ultimately embrace their neurodiversity. This qualitative phenomenological study explored the lived experiences of high school seniors with mild to moderate learning disabilities and the experiences that may have encouraged awareness and development of self-advocacy skills. This study is framed around the following research question: What are the lived experiences of high school senior students with mild to moderate learning disabilities as it relates to the development of self-awareness of their disabilities and the development of self-advocacy skills? The study was designed to investigate the complexity of this phenomenon through “exploring and understanding” (Creswell, 2009, p. 4) the meaning that students assign to their lived experiences in high school by exploring their interpretations of self-advocacy in high school and their perceptions of having the skills to advocate for themselves in a post-secondary or employment setting.Doctor of Education (Ed.D.)Doctor of Education in Educational LeadershipSchool of Educatio
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Language acculturation anxiety in Spanish speaking adult immingrants learning English in the United States
No full texttextThe principle question of this study pertained to the nature of the relationships between foreign language anxiety, acculturation, and acculturative stress as it is experienced by adult Spanish speaking immigrants living in the United States. In addition to the nature of the relationships between the constructs, the ways in which they are experienced by adult English learners were also investigated. Three inventories were adapted for delivery via a multimedia website. The English Language Anxiety Scale (Pappamihiel, 1999) adapted from the Foreign Language Classroom Anxiety Scale (Horwitz, Horwitz & Cope, 1986) was adapted for measuring anxiety. The Stephenson Multigroup Acculturation Scale (1999) was selected for measuring the degree of acculturation, and the Multidimensional Acculturative Stress Inventory (Rodriguez, Myers, Bingham Mira, Flores, & Garcia-Hernandez, 2002) was selected for measuring acculturative stress. From the ninety-five original surveys that were begun on the website, fifty-five cases were selected for analysis. Results showed no significant correlations between the major constructs; however, interesting correlations among various individual items in the scales existed. Additionally, combined with the analysis of six semi-structured interviews, results indicate that the concept of foreign language classroom anxiety should be moved beyond the perimeter of the classroom for the case of adult immigrants learning English in an English-speaking country. Results further indicate that language acquisition in the adopted country when accompanied by the regular processes of acculturation may produce higher levels of language anxiety, not only in the degree of anxiety but also in the proportion of students dealing with anxiety when speaking English. The construct of language acculturation anxiety is proposed to identify the combined effect of language anxiety, acculturation, and acculturative stress. Implications for the instruction of adult English students are made, as well as recommendations for future studies, including considerations when using a computer mediated delivery with this population.Foreign Language Educatio
The workshop as the work: white anti-racism organising in 1960s, 70s, and 80s US social movements
No full textThis thesis explores the rise of anti-racism workshops developed by white activists in various United States social movements from the late 1960s through the mid-1980s. The shifting ideology of the black freedom movement in the late 1960s, from integration to Black Power, transformed white activists‘ place within racial justice struggles. While recent scholarship has begun to turn its attention towards whites‘ ongoing racial justice activities, one of the most radical and widespread of these efforts is consistently overlooked: anti-racism workshops. Increasingly prevalent from the late 1960s through to the diversity-trainings explosion of the 1990s, this thesis demonstrates that these workshops had their roots in the black freedom, women‘s liberation and gay liberation movements. White activists from these movements led these workshops in order to examine white racial domination and privilege within both leftist social movements and larger US society.
Analysing case studies from the black freedom, women‘s liberation and gay liberation/rights movements, this thesis explores the foundational assumptions of anti-racism workshops. It seeks to explain how and why these efforts sought to frame race and racism as issues of knowledge and consciousness and why such efforts constituted radical praxis. It is argued that early anti-racism workshops were pedagogical projects that sought to confront the racial ignorance that structured the lives of whites in the US, including progressives and their liberation movements. This thesis draws attention to the efficacy and power of these workshops in terms of their epistemological effects, in the transformations they brought about in whites‘ understanding, or awareness, of racial realities
Valdosta State Baseball, 2001
No full text6728C0D7-B3AA-41E9-B89E-1DFAEAF6AA0A
Staff, 2001
Herb Reinhard; Debbie Wisenbaker; Bobby Tucker; Steve Roberts; Russ Hoff; Tommy Thomas; Shannon Jernigan; Jarrett Bridges; Jeff Gillis; Lori Howard; Joey Thomas ; Derek Lamb; Greg Mcllvain; Bill Postel; Shannon Jernigan;
Players, 2001
Brett Bennett; Steve Bowerman; Jason Bulger; Braxton Fernald; Curt Gilmore; Josh Kitterman; Adam Lingenfelter; Blake Lynn; John Rose; Michael Smith; Sammy Watson; Allen Baker; Patrick Jernigan; Tim Kelly; Eric Stiefel; Gene Benton; Denny Bryant; Alex Gray; Dustin Hudson; Greg Olsen; Ryan Page; Eddie Rodriguez; Scott Simpson; Jason Bulger; Toby Evans; Jamie Thomas; Lance Walker;Valdosta State Baseball, 2001. Program. Gulf South NCAA, Division II. 28-25 overall, 10-10 in GSC East.
Using a 'Take Me Out To The Ball Game theme, Valdosta State 2001 team captains are pictured on this year's cover. Blazer leaders this year are (L-R) seniors Ryan Page, Jason Bulger and Patrick Jernigan. Photo by Jack Hartley, US Photo
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Mindfulness Based Stress Reduction Program
No full textThe Founder and President of Ivy Child International, Rose Pavlov and author, Autumn Silke developed and implemented a customized 8-week Mindfulness Based Stress Reduction (MBSR) curriculum to provide techniques and strategies for an inner-city adolescent population to cope with stress. Students and teachers were given pre, mid, and post assessments to evaluate the effectiveness of the program. The results indicate a significant reduction in disciplinary action taken as well as a reduction in stress reported by both students and teachers
“It Has Always Known And We Have Always Been ‘Other’: Knowing Capitalism And The ‘Coming Crisis’ Of Sociology Confront The Concentration System and Mass-Observation,”
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