Matching Items (47)
Filtering by
- All Subjects: Education
- All Subjects: Memory
- Creators: School of International Letters and Cultures
- Resource Type: Text
Description
A longing to revisit the people, places, and moments of my past has followed me for years, sometimes affecting me to the extent that the past seems to intrude on my present. In this piece, I wish to turn a critical eye on these feelings of nostalgia and examine how strong emotion can emerge from nothing more than fractured, faded memories. Using footage of moments I had recorded over six months of living in Europe, I seek to sculpt these images from my past into a form that rejects the daze of nostalgia for the fragmented truth of memory. My background is in more traditional narrative filmmaking, and so I was excited to work in this experimental three-screen format, in which I could explore the concept of memory in a manner that felt truer to how I actually experience it. I tested various combinations of imagery in my videos to build the progression of the piece, which I hoped would play out in an associational style that mimicked the process of my own memory. I hope that this will cause people to walk away from the piece thinking about how memory can fuel emotion and even to investigate their own relationship to the past.
ContributorsPowell, Matthew Rhys (Author) / Bradley, Christopher (Thesis director) / Brye, Anne (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Film, Dance and Theatre (Contributor)
Created2015-05
Description
Since Dylan Roof, a white supremacist, shot and killed nine members of a black church in Charleston on June 17, 2015, Confederate symbols have stood at the center of much controversy across the United States. Although the Confederate battle flag remains the most obvious example, the debate took a particular form in Tennessee, centering on the image of General Nathan Bedford Forrest. Born in 1822 to a poor family, he left school early to work. Although his work in the slave trade made him a millionaire, his later participation in the massacre of over 300 black soldiers at Fort Pillow in 1864 during the Civil War and association with the Ku Klux Klan cemented his reputation as a violent racist. Yet, many white Tennesseans praised him as a hero and memorialized him. This thesis examines Nathan Bedford Forrest State Park in Benton County and Forrest Park, now Health Sciences Park, in Memphis to examine what characteristics denote a controversial memorial. Specifically, I focus on the physical form, the location, and the demographics of the area, investigating how these components work together to give rise to controversy or acceptance of the memorial's image. Physical representations greatly impact the ideas associated with the memorial while racial demographics affect whether or not Forrest's representation as a hero speaks true to modern interpretations and opinions.
ContributorsFish, Caroline Rose (Author) / Longley, Rodney (Thesis director) / Suk, Mina (Committee member) / School of Historical, Philosophical and Religious Studies (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor) / Barrett, The Honors College (Contributor)
Created2016-05
Description
Child abuse is a hard topic to talk about, and even harder to diagnose without proper training. Though there is a list of general characteristics that child abuse victim's exhibit, it could be difficult to diagnose because everyone reacts to maltreatment differently. Teachers are required by law to report any case where they believe a child is in an abusive environment. Unfortunately, teachers are given the tools to report the abuse, but they lack the knowledge of what to look for. The results are two fold; one is there is an overflow of false reporting, and two, the children who do not having obvious symptoms go unnoticed. This project aims to bridge the gap between these two extremes. It will lower the frequency of false reporting while increasing the chance that a child in need will be helped. The best way to achieve this is through education. The purpose of the study is to create an informational manual for teachers at the kindergarten and elementary level on how to identify child abuse and neglect victims. It will outline the behavioral and physical symptoms of physical abuse, sexual abuse, emotional abuse, and neglect. It will also highlight the importance of realizing that not all maltreatment victims react the same to abuse. It will then follow into advice on how to approach the situation and what questions to ask. The primary form of research was primary observation by volunteering at the Mesa Child Crisis Center (with IRB approval). Interviews were conducted with Child Crisis Center workers, child behavioral psychologists, and Special Victims Unit detectives. The goal of this research is to help teachers better identify children that are at risk of abuse
eglect, and to understand the theory behind their behavior. In the end, teachers will be more informed on the topic so they can better help their students and create a safe environment for them, and be more confident in reporting.
eglect, and to understand the theory behind their behavior. In the end, teachers will be more informed on the topic so they can better help their students and create a safe environment for them, and be more confident in reporting.
ContributorsBaker, Karen Colette (Author) / Kobojek, Kimberly (Thesis director) / Broberg, Gregory (Committee member) / Kelley, Michael (Committee member) / School of Criminology and Criminal Justice (Contributor) / School of Mathematical and Natural Sciences (Contributor) / Barrett, The Honors College (Contributor)
Created2015-12
DescriptionThis project largely focuses on the Latino population and how Hispanic parents should become more involved with their student's education in order to have them prosper in today's society.
ContributorsSanchez Ruiz, Dorian Nazaret (Author) / Walters, Molina (Thesis director) / Oliver, Jill (Committee member) / Barrett, The Honors College (Contributor) / School of Politics and Global Studies (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
This project covered different components to strengthen Model United Nations organizations, especially programs in Arizona itself. The lack of strong programs in Arizona can be attributed in many ways to a lack of resources, and this project's work aims to bolster programs by providing some resources. The written component contains a write-up of a 2013 High School Model United Nations Conference at Arizona State University; a write-up of a 2014 Middle School Model United Nations Conference at Arizona State University; a guide on how to run such a conference, focused at the high school level; a university-level curriculum that integrates a Model United Nations organization into a classroom setting, including assignments and; a grade school lesson plan with seven lessons that focuses on teaches students about international relations and global affairs while preparing them for a Model United Nations conference.
ContributorsLanza, Jentry Elizabeth (Author) / Von Hagen, Mark (Thesis director) / Hutchinson, Marcie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
There is a serious need for early childhood intervention practices for children who are living at or below the poverty line. Since 1965 Head Start has provided a federally funded, free preschool program for children in this population. The City of Phoenix Head Start program consists of nine delegate agencies, seven of which reside in school districts. These agencies are currently not conducting local longitudinal evaluations of their preschool graduates. The purpose of this study was to recommend initial steps the City of Phoenix grantee and the delegate agencies can take to begin a longitudinal evaluation process of their Head Start programs. Seven City of Phoenix Head Start agency directors were interviewed. These interviews provided information about the attitudes of the directors when considering longitudinal evaluations and how Head Start already evaluates their programs through internal assessments. The researcher also took notes on the Third Grade Follow-Up to the Head Start Executive Summary in order to make recommendations to the City of Phoenix Head Start programs about the best practices for longitudinal student evaluations.
ContributorsArmfield, Jessica Ann (Author) / Duggan, Mary Anne (Thesis director) / Dumka, Larry (Committee member) / Barrett, The Honors College (Contributor) / T. Denny Sanford School of Social and Family Dynamics (Contributor) / School of International Letters and Cultures (Contributor)
Created2014-05
Description
The Soviet Union suffered immensely as a result of World War II. When the dust settled and Soviet citizens began to rebuild their lives, the memory of the social, economic, and human costs of the war still remained. The Soviet state sought to frame the conflict in a way that provided meaning to the chaos that so drastically shaped the lives of its citizens. Film was one such way. Film, heavily censored until the Gorbachev period, provided the state with an easily malleable and distributable means of sharing official history and official memory. However, as time went on, film began to blur the lines between official memory and real history, providing opportunities for directors to create stories that challenged the regime's official war mythology. This project examines seven Soviet war films (The Fall of Berlin (1949), The Cranes are Flying (1957), Ballad of a Soldier (1959), Ivan's Childhood (1962), Liberation (1970-1971), The Ascent (1977), and Come and See (1985)) in the context of the regimes under which they were released. I examine the themes present within these films, comparing and contrasting them across multiple generations of Soviet post-war memory.
ContributorsScribner, Quinton Donald (Author) / Benkert, Volker (Thesis director) / Von Hagen, Mark (Committee member) / Manchester, Laurie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
The Soviet Union suffered immensely as a result of World War II. When the dust settled and Soviet citizens began to rebuild their lives, the memory of the social, economic, and human costs of the war still remained. The Soviet state sought to frame the conflict in a way that provided meaning to the chaos that so drastically shaped the lives of its citizens. Film was one such way. Film, heavily censored until the Gorbachev period, provided the state with an easily malleable and distributable means of sharing official history and official memory. However, as time went on, film began to blur the lines between official memory and real history, providing opportunities for directors to create stories that challenged the regime's official war mythology. This project examines seven Soviet war films (The Fall of Berlin (1949), The Cranes are Flying (1957), Ballad of a Soldier (1959), Ivan's Childhood (1962), Liberation (1970-1971), The Ascent (1977), and Come and See (1985)) in the context of the regimes under which they were released. I examine the themes present within these films, comparing and contrasting them across multiple generations of Soviet post-war memory.
ContributorsScribner, Quinton Donald (Author) / Benkert, Volker (Thesis director) / Von Hagen, Mark (Committee member) / Manchester, Laurie (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Politics and Global Studies (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Women. War. What is the relationship between women and war? As evidenced by movies, popular memoirs and journals, there is a definite relationship between men and war. However, this definite relationship has created a problematic and a complex relationship between women and war. The two historical events that are considered as the ‘turning points’ for women are the French Revolution and World War I are compared in this thesis. The popular perception of women’s legacy of the French Revolution is that the Revolution cultivated the ideas of Republican Motherhood and the Cult of Domesticity while World War I catapulted women to the public sphere. These two contrasting legacies are compared to see if French women’s lived experiences, memories, and writings verify these popular perceptions. Or, do the writings of the French women present a different argument? The thesis compares the writings and the lived experiences of the French women through three different themes: the argument for political rights, victimization and agency, and gendered connections (the development of sisterhood for the Revolution) or gendered divides (women’s role on the home and war front). In addition, these three themes come together to show how it is difficult to come up with a collective, public memory.
ContributorsYu, Heajin (Author) / Thompson, Victoria (Thesis director) / Hopkins, Richard (Committee member) / Fuchs, Rachel (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Historical, Philosophical and Religious Studies (Contributor)
Created2014-05
Description
Through interviews with student participants in Barrett Summer Scholars during 2012, I uncovered how education in Arizona is failing and succeeding in meeting the needs of its high-achieving, oftentimes academically disillusioned students. Many high-achieving students feel underserved by their education and do not receive adequate challenges or one-on-one attention. Socioeconomic, ethnic, and racial limitations further contribute to the disenchantment of students and educational inequalities in the US and Arizona in particular. The Barrett Summer Scholars program itself intends to help engage these students, but it may be failing in its stated goals. Limited resources make it difficult for schools to pay as much attention to the high-achieving students as to the low-achieving, but Barrett might be able to help bridge this gap and provide students with one-on-one attention by way of student mentorship.
ContributorsManrique, Liliana (Author) / Popova, Laura (Thesis director) / Eder, James (Committee member) / Barrett, The Honors College (Contributor) / School of International Letters and Cultures (Contributor) / School of Human Evolution and Social Change (Contributor)
Created2014-05