Search Constraints
« Previous |
1 - 10 of 26
|
Next »
Search Results
- Creator:
- White, Keeley
- Description:
- The emerging field of narrative medicine challenges precepts governing the long-standing tradition of rational medicine. As it develops and proliferates, narrative medicine will likely evince many taboos. These taboos are indicative of a boundary circumscribing the realm of legitimate medical practice. Allowing patients to speak their own truths will admit into the medical profession new and provocative sentiments, superstitions, or ideas. What is taboo within mainstream medicine is often aligned with or deemed “feminine.” Many designations of the legitimate and illegitimate seem to hinge upon a division between the mind and body, the former being tied to masculine authority, and the latter somehow equating the feminine and problematic. Virginia Woolf’s essay “On Being Ill” addresses the Western mind/body duality, and calls for a new language capable of rendering the body visible within normative discourse. Woolf challenges standard appraisals of illness, effectively prefiguring the development of narrative medicine. Despite, or rather because of its marginal status, there is much hope to be found within the concept of a feminine, embodied language and writing, especially within the medical context.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Taylor, Benjamin
- Description:
- I served 27 months as an elementary EFL (English as a Foreign Language) teacher on the island of Pohnpei in the Federated States of Micronesia and found that rote memorization was the dominant teaching strategy. Pohnpeian teachers wanted interactive classrooms that engaged students creatively, but they often lacked the resources or training to create such an environment. The presented activities are the product of collaborative efforts with 4th-through 8th-grade Pohnpeian teachers over a two-year period. Activities could be modified for a range of second-language learning contexts and environments.
- Resource Type:
- Poster
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Gabriels, Samuel T.
- Description:
- In “The American Geographies,” Barry Lopez characterizes the Western world’s exploitation of the environment as due to its superficial "knowledge of the real dimensions of the land it occupies." In my thesis, I analyze how Lopez utilizes unique narrative forms and multiperspectival approaches to offer his audience a space to reverse this predicament. By tracking his use of these literary devices, I illustrate how Lopez brings the landscape to the foreground as both his story's reality and a metaphor for the reader's landscape to guide them towards refamiliarizing themselves with each.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Wilson, Nickolas
- Description:
- Iris Murdoch’s philosophy departs from the norm in analytic philosophy. Rather than set out to demonstrate the deductive certainty of her views, Murdoch takes it as self-evident that the human consciousness is inherently value-laden, but clouded by self-consoling fantasies. Her antidote is art. By viewing good art, in any medium, the individual becomes aware of a reality outside of oneself, and thereby expands the capacity for empathy. My project looks at the relationship between Murdoch’s philosophy and her fiction, arguing that the two are mutually supportive. I advance this claim by showing how Murdoch’s ethics are most clearly seen in her novels for reasons surrounding their form. With this in mind, I examine The Bell and The Black Prince. I also look at contemporary scholarship which challenges various interpretations of Murdoch’s views. My own criticism is primarily concerned with the work of David Robjant, who argues against theological interpretations of Murdoch’s work which view her moral exemplar as a Buddhist Christian. With that in mind, my argument shows the relevance of Maria Antonaccio’s interpretation of Murdoch’s work and the extent to which it can withstand Robjant’s critique.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Stein, Christopher David
- Description:
- Defoe’s Robinson Crusoe is one of the most frequently retold narratives in western literature featuring over 700 adaptations in its 200-year history. Such copious retelling has turned the story into an occidental myth, a folktale of western identity relative to the rest of the world. This project explores three adaptations of Robinson Crusoe in the Robinsonade tradition and how they alter or contest the meaning of the canonical narrative by their retellings. These three novels — The Coral Island, Lord of the Flies, and John Dollar —produce their own branch of the Robinsonade tradition by speaking simultaneously to Defoe and to each other, signaling multiple associations within a single text. Examining the ways in which these narratives interact with each other and with the larger myth that encompass them will sheds light how literature contributes to developing archetypes that help society define their cultural identities
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Correale, Anthony
- Description:
- D’Arcy McNickle’s 1936 novel The Surrounded is a seminal work of Native American fiction. Combining the work of theorists in both masculine studies and postcolonial studies, I analyze McNickle’s novel as an expression of Native American identity and masculinity in response to pernicious stereotypes of Native masculinity and to colonialism generally. My close reading identifies where these stereotypes exist in the novel and how Native males combat or succumb to them. Ultimately, I show how colonialism works as a gendered process, threatening Native manhood as well as the Native community at large.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Hansen, Mary Ann
- Description:
- This paper examines the interactions of self-efficacy and self-concept in a mixed method study. Ten fourth grade children from a small rural elementary school were interviewed in 2003 regarding their self-perceptions of competence. These children were interviewed again in 2011 as high school seniors. As seniors, they also completed the Multidimensional Self-concept Scale (Bracken, 1992) and a modified Multidimensional Scales of Perceived Self-Efficacy (Bandura, 1990b). Correlation and multiple regression analyses were conducted to examine the relationships between two self-efficacy domains (academic achievement and self-regulated learning) and the three measures of self-concept (global, academic and competence). Measures of self-efficacy were related, as were measures of self-concept. Self-regulated learning self-efficacy and competency self-concept were significantly related at r=.82, p≤.01. Students in 2011 made predictions about, listened to, and responded to the audio recordings of the 2003 interviews. These responses were coded for comparative analysis across questions and across time. The relationship between the study participants’ responses and the theoretical models of self-efficacy, expectancy-value theory and self-concept are discussed. Notable stability in student responses over time was observed. Suggestions for further research are discussed.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Jean, Laurel
- Description:
- Rule books for tabletop, pen and paper roleplaying games, such as Dungeons and Dragons, are full of advice for creating stories that are coherent, three-dimensional, and engaging. In a composition classroom, students are striving to create arguments that are cogent, demonstrate their ability to analyze, and embed those arguments in interesting and relevant pieces of writing. Parallels exist between composition pedagogy and the techniques “players” and the leader in a Dungeons and Dragons-like game utilize to tell a story: collaboration, understanding audience, and maintaining continuity and coherence. Teachers in a composition classroom and Game Masters in a tabletop, pen and paper roleplaying game use similar techniques to achieve similar goals. I will expose these parallels with the aim to demonstrate what composition instructors can borrow from role playing manuals.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Marsden, Kerry Lynne
- Description:
- In this project I compare and contrast Leonard Woolf’s novel The Village in the Jungle and Virginia Woolf’s short story “Kew Gardens,” in order to explore how each author describes, defines, and decries British intercontinental imperialism. Troubling the critical consensus regarding the gendered distinctions between the work of Leonard and Virginia Woolf, I will trace how the authors variously exploit and expose Victorian demarcations of gender, sexuality, race, and class to motivate their anti-imperialist critiques.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English
- Creator:
- Taylor, Benjamin Ryan
- Description:
- In 2012, I was sent to the island of Pohnpei in the Federated States of Micronesia, an Oceanic country consisting of many islands and atolls, as an English instructor and teacher trainer through the Peace Corps. I spent two years teaching English as a Foreign Language (EFL) alongside local teachers at a public elementary school in 5th- through 8th-grade, in addition to assisting 4th-grade English instructors with reading, writing, speaking and listening activities. When I arrived at my service site, I found that teachers often lacked training and resources, and that students lacked engaging activities and reading materials which would have greatly helped with motivation. I developed workshops for teachers on topics ranging from lesson planning to classroom management, and developed lesson plans with those teachers which emphasized group work, creativity, and critical thinking. Results were overwhelmingly positive, with student standardized test scores improving by margins of as large as 36% over the two-year period. This thesis tells the story of that transformation somewhat chronologically, beginning with my coursework at Humboldt State University and my Pre-Service Training in the Peace Corps. The next chapter of the thesis focuses on the needs observed at my service site; these needs, in turn, inform the following chapter on classroom activities, lesson planning, and resource development. The penultimate chapter deals primarily with teacher-focused workshops, developed not only in the interest of improving teacher performance but also in an effort to help teachers pass certification examinations administered by the local Department of Education. My hope is that EFL instructors, future graduate students, and future Peace Corps volunteers can use my examples as inspiration for their own pedagogical successes, regardless of their teaching context.
- Resource Type:
- Masters Thesis
- Campus Tesim:
- Humboldt
- Department:
- English