22 research outputs found
Who Lives, Who Dies, Who Tells Your Story: A Comparative Analysis of the Representations of American Serial Killers in News and True Crime Media
No full textSerial killers are a subject that have fascinated individuals for centuries in both news and entertainment media. Although research has been done on the representations of serial killers in news media, little research has attempted to connect the representations seen in the news media to those seen in true crime entertainment media. Through the use of four case studies, a comparative analysis was done to compare the framing seen in the original news articles, both local and national, to the framing seen in the later true crime films, documentaries, and series. Although the framing originally seen in the news media is often conveyed in the true crime media, factors such as race, victim choice, culture, and perceived attractiveness play a role in how the serial killer is framed. Of these factors, the prevailing culture played the largest role, indicating that a serial killer’s framing reflects the American public’s fears and ideals at the time. It was also found that true crime films and series often prioritize entertainment over facts leading to unrealistic, and in some aspects completely fictional, representations
Literacy Across the Disciplines: A Way to Re-Engage Secondary Students
No full textIn this article, the author describes the opportunities present with leveraging disciplinary literacy approaches, in terms of re-engaging teens with learning. The author also provides several cautions for literacy leaders to keep in mind
The “Reading Wars” are Back: What are the Implications for Adolescent Literacy?
No full textThis article unpacks the current political and educational debates around the Science of Reading, Simple View of Reading, and Active View of Reading. In the article, the author describes evidence-based reading practices for adolescents and connects them to components of the Active View of Reading. Finally, the author provides a rationale for caution in over-applying research-based approaches for early literacy with adolescents
Impact of Decoding Work within a Professional Program
No full textThis chapter demonstrates how Decoding work can be productively utilized within a curriculum change process to help make design decisions based on a more nuanced understanding of student learning, and the relationship of a professional program to the field.Institute for Scholarship of Teaching and Learnin
A descriptive study of discharge planning for "at-risk" elderly patients at Grady Memorial Hospital, 1992
No full textThis was a descriptive study of the discharge planning for "at risk" elderly patients at Grady Memorial Hospital. The researcher also examined variables associated with the discharge planning process. The variables were: 1) efforts of the medical social workers in discharge planning; and 2) presenting factors necessitating help for the "at-risk" elderly patients. Findings revealed that 73% of the "at-risk" elderly patients had successful post-discharge continuing care placement. Thus, indicating that the medical social workers were also successful in their discharge planning efforts. Of the elderly patients placed, 17% needed twenty-four (24) hours skilled nursing care, versus 3% who needed intermediate (lower level) care. In addition, 76% of the "at-risk" elderly suffered from multiple medical problems. Eighty percent of the elderly patients had families who were unable to provide post-hospital care; 7% had families who were unwilling to provide post-hospital care, and 13% had no family to provide care. Only 1% of the "at-risk" elderly patients needed continuing care placement due to elder abuse. A significant number (53%) of elderly patients were found to have no impaired mental-functioning, many received medical insurance funding, 47% Medicare, 33% Medicaid, and 20% social supplemental income
Secondary Teacher Attitudes toward Including English-Language Learners in Mainstream Classrooms
No full textResearchers have given limited attention to teacher attitudes toward inclusion of English-language learners (ELLs) in mainstream classrooms. The author explored four categories within secondary teacher attitudes toward ELL inclusion: (a) ELL inclusion, (b) coursework modification for ELLS, (c) professional development for working with ELLs, and (d) perceptions of language and language learning. Findings from a survey of 279 subject-area high school teachers indicate a neutral to slightly positive attitude toward ELL inclusion, a somewhat positive attitude toward coursework modification, a neutral attitude toward professional development for working with ELLs, and educator misconceptions regarding how second languages are learned
The relationship between feminist identity and resiliency in women
No full textAmong women, feminist identity has been associated with their well-being in multiple ways, including both psychological and sexual well-being. Women who self-identify as feminists and/or who are classified as being in the latter stages of feminist identity development (Downing & Roush, 1985) receive benefit from this social identity. Resiliency—defined as the capacity for individuals to bounce back from adversity—shows its positive effect on different aspects of an individual's life, as well. However, scholars have not examined the relationship between these two constructs.
The current investigation explored the relationship between feminist identity and resiliency in women. It was hypothesized that feminist self-identification and being in the latter stages of feminist identity development would have a positive and significant relationship with resiliency. Two hundred and eighty diverse women from the community completed the online survey including an author-generated demographic questionnaire, a measure of Feminist Self-Identification (Myaskovsky & Wittig, 1997), the Feminist Identity Composite (Fischer et al., 2000), and the Resilience Scale (Wagnild & Young, 1993).
As predicted, results of Pearson-product moment correlations indicated a significant and positive relationship between feminist self-identification and resiliency. Women who self-identified as feminists reported greater resiliency than those who did not identify as feminists. Results of the structural equation modeling partially supported the hypothesis that resiliency is significantly and positively correlated with latter stages of feminist identity development. The passive acceptance stage was negatively and significantly correlated with resiliency. Only the embeddedness-emanation, synthesis, and active commitment stages were positively and significantly correlated with resiliency. Women who were in the latter three stages of feminist identity development demonstrated greater resiliency than women who were in the beginning stage (passive acceptance stage). Additionally, women who both self-identified as feminists and were in the three latter stages of feminist identity development demonstrated greater resiliency than women who self-identified as non-feminists and were in the passive acceptance stage of feminist identity development. Implications for theory, research, and practice were provided
Attention and Distraction: Cinematic Perception and Spectatorship in Modernist Texts, 1897-1941
No full textTracing sensory and affective experiences associated with cinematic modes of perception in modernist literature, this study reveals how modernist writers embraced the medium of cinematic language as a means to examine new forms of subjectivity, and how through this appropriation they attempted to reconfigure culture���s audiences by situating both author and reader in the position of spectator. Drawing on methodological approaches such as early cinema studies and reception theory, this study performs a comparative reading of modernist texts that feature spectator characters and that speak to issues of spectator/spectacle relations. Previous scholarship has regarded literary modernism as an elite craft refined in secret, inattentive or hostile to audiences, and modernist attributes as what makes an artist figure in the face of modernity. However, moving beyond the field���s focus on the relationship between the artist and the artwork, this study highlights the presence of art spectators both inside and outside of the textual space to redefine literary modernism as an active exchange between artists and audiences.
By focusing on three different types of spectators that are seemingly vulnerable, uncritical, and passive���a child, a woman, and the masses, respectively, this study shows that modernists��� preoccupations with spectatorial subjectivity are not only indicative of their susceptibility to the rise of cinema spectatorship in the late-nineteenth and early twentieth century but also promote a new method of reading that is audience-oriented and receptive to the effects of media change. As a response to the emerging media culture in the late 1890s, Henry James foregrounded spectatorial experiences and employed the language of early film to expose the gap between the old assumptions of literary readership and the actual culture���s audience. Dorothy Richardson used the silent cinema spectatorship in the 1920s as an essential backdrop for her feminist strategies to express critical dissent from dominant narratives of gender. Conceiving the masses as a new type of art spectators in the 1930s, Virginia Woolf valorized contingency and distraction, both of which she discovered from her own cinematic experience, to achieve a strategy that confronts the crisis of language in the age of machines
Renaissance Woman: The Works and Critical Reception of Dorothy West
No full textDorothy West’s literary career spanned seven decades, beginning with the publication of The Typewriter in 1926. West published her second novel,
The Wedding, in 1995. The following year, the author published a collection of short stories and non-fiction, entitled The Richer, the Poorer. However, in discussions of American modernism and African-American women’s literature, Dorothy West is excluded.
The focus of this project will be to explore the themes in West’s two novels,
The Living Is Easy and The Wedding. I also analyze several of her short stories and a non-fiction piece. In the last chapter of this thesis, I analyze and critique West’s critical reception. As mentioned before, West is almost completely excluded from discussions on American modernism and often from discussions of African American women’s literature. I reveal how West’s unique vision of race, class, and gender brings a distinctive voice to black women’s literature. Also, I reveal how West’s literature can be compared favorably to that of other modernist authors
