Matching Items (39)
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- All Subjects: Culture
- All Subjects: Italy
- Creators: School of International Letters and Cultures
- Member of: Theses and Dissertations
Description
While Italian and American news may look similar from a surface observation, the history and the development of news practices in each respective country is very different. The intent of this research is to dissect the breaking news cycle and point out differences and offer an explanation as to why these differences exist. The research for this will be collected using a variety of methods including first-hand observation, interviews and photographs. It will require travel to the four Italian media locations that are being compared as well as historic research to be conducted in order to provide context for the study. What is collected at the various Italian media organizations will be compared with the American news outlets The Arizona Republic and Arizona NBC affiliate, 12 News. The study goals are focused around three main research questions that aim to uncover differences in breaking news practices regarding ethics, the reporting process and promotion using social media. Cultural, historic and physical barriers separate the two countries. Because of this, directly comparing breaking news between the locations will be difficult, thus it is crucial to be able to analyze what data are being gathered in order to uncover patterns and draw conclusions.
ContributorsNicosia, Domenico Giuseppe (Author) / Silcock, B. William (Thesis director) / Dell'Anna, Antonella (Committee member) / Johnson, Aric (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Social and Behavioral Sciences (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2014-05
Description
The rise of Italian in Sicily contrasts with a fierce regional pride that makes it difficult to determine the possible fate of Sicilian. This project focuses on a sociolinguistic analysis of the dialect of Sicilian spoken in and around Catania, Sicily. While there are programs in place to protect the language, the institutionalization of Italian in Sicily may be encroaching on Sicilian's use, especially with younger generations. The lure of the more industrialized North creates a culture of immigration in Sicily, which increasingly rewards the use of Italian. Using information from background research, a survey analyzing sociolinguistic factors and the individual's fluency in and use of Sicilian was created. The data from the survey showed that while understanding of Sicilian was fairly universal among participants, an individual's use and proficiency in Sicilian were most influenced by age and current place of residence (inside or outside Sicily). Younger people tended to know and use Sicilian less, and older participants tended to be more confident in their abilities and to use Sicilian more often. This is slightly complicated by an additional trend among participants currently living outside of Sicily towards a lower level of use and knowledge of Sicilian. All participants placed a significant emphasis on maintaining the ability to speak Sicilian, and on Sicilian language as an integral part of Sicilian culture.
ContributorsScaduto, Leah Christine (Author) / Dal Martello, Chiara (Thesis director) / Adams, Karen (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / Sandra Day O'Connor College of Law (Contributor) / Department of English (Contributor)
Created2015-05
DescriptionThe city of Siena is picturesque as an almost perfectly preserved medieval fortress in the heart of Tuscany. But the true beauty stems from its unique, family-oriented culture.
ContributorsPrice, Tea Francesca (Author) / Silcock, Bill (Thesis director) / Dell'Anna, Antonella (Committee member) / Dodge, Nancie (Committee member) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Inspired by my own experiences, I began this study to examine students' cultural engagement while studying abroad. Students' motivations to study abroad vastly vary and no two experiences are the same, due to the multitude of factors involved. Study abroad program providers and organizations frequently cite intercultural competence as a vital skill in the 21st century for all young professionals to build, and is often a goal of students to develop through their study abroad experiences. Before departure, some students may have a romanticized, grand vision of integrating themselves in a foreign culture and learning the language. Upon arrival, reality may prove to be quite different and students can get swept up in the novelty of living in a new environment and traveling with their new American friends from the same program. The vision of intercultural competence and foreign language acquisition gradually fades when realizing just how difficult they both are to achieve, especially in such a short time period. My hope is that this study can highlight issues that returned students of study abroad programs faced while abroad and can provide valuable insight for future study abroad participants into how to become more immersed in their host culture. By creating awareness of the merits of intercultural competence and the methods to develop it through study abroad, future students can become better equipped to have a more enriching experience. https://cultureasustudyabroad.wordpress.com/
ContributorsThoesen, Raquel Nathania (Author) / Scott Lynch, Jacquelyn (Thesis director) / Herrera Niesen, Carrie (Committee member) / W. P. Carey School of Business (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
The purpose of this paper is to explore different aspects of participating in a study abroad program with a focus on the 2013 Critical Language Scholarship Program in Himeji, Japan. I had always wanted to study in Japan and was finally able to when I was selected for the CLS Program. The eight weeks I spent studying in Japan had a significant impact on my life, and I wondered if studying abroad has as much of an influence on other students too. The key questions in this research are: 1. What do students gain from studying abroad in Japan? What are the biggest benefits? 2. For what reasons do students decide to study in Japan? 3. What qualities make for a successful and beneficial language-learning program? The research was conducted through a fixed group who participated in in-depth qualitative interviews. The purposeful sample consisted of nine participants in the CLS Program (Japan 2013 institute) and several ASU faculty members. This paper also examines previous research that has been conducted relating to study abroad.
ContributorsPrang, Meiti (Author) / Silcock, Bill (Thesis director) / Wong, Elizabeth (Committee member) / Barrett, The Honors College (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor) / School of International Letters and Cultures (Contributor)
Created2015-05
Description
My thesis is about media in both Italy and the United States, and how they evolved into the media we consume today. It revolves around my Journalism and Communication major, as well as my Italian minor. I have incorporated both areas of my studies in my thesis; such as the differences in two different worlds and how they cover and relay media to their viewers, the way in which media influences children, and how advancements such as social media affect journalism in today's society. Through my research, I was able to show that media exists all around the world but the way it is relayed to it's public changes, and influences its audience. I conducted my research via peer-reviewed articles, journals and accredited academic works as well as personal and anonymous surveys. I used my interviews and surveys to build off of the articles I found to make a firm and strong conclusion. The resources used in my thesis were different professionals who currently work, or worked with a credible and well-know media
ews outlet. I also gathered information from elementary, middle, high-school, and college students. Having a different variety of ages, helped me gage the influence media has on its consumers so that I could draw an accurate conclusion.
ews outlet. I also gathered information from elementary, middle, high-school, and college students. Having a different variety of ages, helped me gage the influence media has on its consumers so that I could draw an accurate conclusion.
ContributorsScorzo, Francesca Rose (Author) / Minardi, Enrico (Thesis director) / Stephens, Glen (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / Walter Cronkite School of Journalism and Mass Communication (Contributor)
Created2014-05
Description
The purpose of this honors thesis project is to educate and excite French students on the subject of French films, as well as any person who might be interested in immersing himself/herself in the world of French cinema. This project aims to provide an introduction to French culture through film, and thereby inspire a love of Francophone culture and movies. To accomplish this goal, this honors project will first introduce the differences between French and American films and explain how those differences are based on the underlying culture of the two regions. These differences, in addition to the language barrier, can cause cultural misunderstandings. As a result, these misunderstandings often prevent many Americans from ever experiencing French cinema. The varying history, pacing, writing styles, and gender roles of French and American films can be analyzed to discover each culture's norms and values. Though films often come from a place of imagination, they can also give clues about the life of the society that creates and watches them. After first exploring the history and evolution of cinema in France and America, the project will also analyze the major cinematic differences between the two. Finally, the project contains advice for the reader on film-watching strategies to maximize his/her understanding and enjoyment. Films can serve as a unique and educational lens where viewers can observe cultures in an entertaining environment. When watching foreign films, viewers can hope to gain more insight into the people and the norms of different cultures, and hopefully they will become excited to learn more.
ContributorsSelman, Kaitlyn Michelle (Author) / Poteet, Lesley (Thesis director) / Bahtchevanova, Marianna (Committee member) / School of International Letters and Cultures (Contributor) / WPC Graduate Programs (Contributor) / School of Accountancy (Contributor) / Barrett, The Honors College (Contributor)
Created2017-12
Description
This thesis examines heritage language learning and loss, and revitalization. It stems from my initial interests in Indigenous language revitalization and sustainment, bilingual education, and specifically dual language education in the United States. In this thesis, I describe my inquiry journey through narratives of the significant experiences and people I met and the scholarship I engaged in, particularly through visiting Keres Children’s Learning Center at Cochiti Pueblo, New Mexico, and attending the La Cosecha Dual Language Education conference in Santa Fe, New Mexico. In these narratives, I also reflect on what I have learned, how I was personally impacted by what I was learning and my thoughts and ideas about particular issues. These narratives helped me gain a deeper understanding of and expand my knowledge of heritage learning, bilingual education, dual language education and critical issues of language development and promotion (or non-promotion) in our country’s schools and families. Equally important is the knowledge I gained about dual language pedagogy and its critical importance to language revitalization programs serving Indigenous children, and their families and communities. I begin my thesis with a review of literature followed by a description of my methods and then move on to my narratives of significant learning moments, chronologically, and then summarize my key findings. I end with, ironically yet crucially with the most important lesson I learned through my inquiry journey—an understanding of my linguistic self.
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
This thesis examines the questions of
1. To become a Dual Language Education expert, researcher, or scholar, what does it take?
2. In what ways can a non-Native help Indigenous communities engaged in indigenous language revitalization and sustainment (ILRS)? What would they need to learn or know?
Some significant findings of my thesis work include
1. The strength, versatility, and challenges of the dual language education model in a national context
2. Culturally-sustaining pedagogy and strategies for adapting lessons to local culture
3. The centrality of tribal sovereignty and tribal control over the Indigenous language in order to grow and maintain an IRLS effort
4. Ways in which a non-Native can help an ILRS initiative
5. Respect for native communities’ right to say no to research
ContributorsWelsh, Jacqueline Rose (Author) / Romero-Little, Eunice (Thesis director) / Tidwell, Jacqueline Hettel (Committee member) / School of International Letters and Cultures (Contributor) / W. P. Carey School of Business (Contributor) / Department of English (Contributor) / Barrett, The Honors College (Contributor)
Created2017-05
Description
Pizza, Pasta, Parmesan, this is Italian cuisine? What is conceived by many to be Italian cuisine and way of life is actually a glamorized and artificial unification of a multitude of different regional sub-cultures. The aim of my project was to provide a means through which other students can come to understand the diversity and complexities that make up the Italian culture and cuisine. The way in which this is to be accomplished was through the creation of a syllabus for a course here at ASU. The project aims to encourage students to think critically about the Italian lifestyle and how food and culture are interrelated. It is imperative that stereotypes surrounding the Italian culture are broken down and for the culture to be understood through a new lens. The manner through which Italian culture is examined rests upon the culture's impact on cuisine and the cuisine's impact on the culture. Italy's connections to the Mediterranean are explored through the cultural impacts of exchange and the scientific evidence behind the Mediterranean Diet. It is critical to consider cuisine when attempting to understand the history and culture of a location. Prezzolini's quote, "what is the glory of Dante compared to spaghetti?" was the starting point to which the questions surrounding the importance of cuisine were considered. One of the most important goals was to foster self-reflection and growth. As many of the texts challenge the preconceptions that most American maintain about Italian society, it is imperative that students reflect upon their own cultures and biases. For a course to have a meaningful impact upon the students the students must take something away from the course. The method of analysis was an analysis of the texts given the goals of the syllabus expressed through the learning outcomes. I concluded that the syllabus overall was sound. There was a wealth of texts which were unbiased or provided ample critiques to other readings. The texts also encourage students to reflect upon their own cultures and beliefs.
ContributorsHallquist, Jessika Anne (Author) / Vitullo, Juliann (Thesis director) / Minardi, Enrico (Committee member) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-12
Description
The purpose of this thesis is to analyze how the cultural conceptions that American Arizona State University (ASU) students have of Germany change with experience. More specifically, this thesis answers how these cultural conceptions change after students learn the German language or visit the country. In order to accomplish this, three representative groups of people with varying levels of experience were interviewed. Structurally speaking, the thesis first provides background information why the topic was chosen and how a survey was designed to conduct a study on the topic. Next, the data from the study is presented in its raw form as well as in organized charts and graphs. A set of observations that were taken from the data will be explained, supported, and then analyzed. The thesis then concludes with a discussion of how the study could be improved or changed to further analyze the topic.
ContributorsGourley, James (Co-author) / Baskin, Connor (Co-author) / Lee, Sara (Thesis director) / Gray, Jamison (Committee member) / Department of Finance (Contributor) / W. P. Carey School of Business (Contributor) / Department of Supply Chain Management (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05