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- Status: Published
This thesis examines statements made about immigration and mental health in Americanah by Chimamanda Ngozi Adichie and The Book of Unknown Americans by Cristina Henriquez. Americanah by Chimamanda Ngozi Adichie follows a young Nigerian immigrant as she navigates her move to the U.S. and explores the meaning of belonging and identity in the U.S. and Nigeria. Henriquez’s The Book of Unknown Americans is about a Mexican family that immigrates to Delaware in order to secure better treatment for their daughter and touches on the nuances of the Latinx immigrant identity in the U.S. Both of these texts feature the lack of resources and support available for immigrants of color which eventually lead the characters to return to their country of origin. This thesis posits that Adichie and Henriquez are both suggesting in their respective works that the U.S. fails to ensure the success and well-being of immigrants which leads to a deterioration of mental health and feelings of not belonging. A Portrait of Neglect considers the real life implications of Adichie’s and Henriquez’s ideas and the impact of their representations of immigration and mental health.
A play about a ghost and a vampire who are roommates who are secretly in love with each other and have never told one another. One day, the ghosts remains are discovered, and the two must race to get them back - with the help of some friends - before a proper burial means that they'll never see each other again.
Every year, Mr. Chapman takes a group of high school students on a bear-sighting trip called “Ex-bear-dition.” The story picks up at their arrival to Montana where the students learn about bears and quarrel with one another. When it’s time to take the long-anticipated, killer hike at Glacier National Park, the students find themselves in situations that require them to put their wilderness survival skills to the test. Peggy, one of the teaching assistants, and Nathan, one of the students, take a tumble in the snow, unable to return to the group. Mr. Chapman also finds himself incapable of hiking out, so the group must split again to go get help. Keller, the other teaching assistant, must lead a small assembly back to the trailhead, while Mr. Chapman’s remaining students, and Nathan and Peggy must weather their camps. This novella is a series of narratives and found materials.
Poetry Anthology on Sexist Subordination: Drawn From Personal and Professional Experience and Scholarship
In this anthology, I will delve into two spheres of my personal and professional life: how my gender has inhibited my authority in the workplace, and how my gender has impacted the assumptions others make of my aptitude and worth. In each entry, I explore the intersection of poetry and literary criticism regarding internalized gendered assumptions. My headnote offers questions to consider upon reading each poem, and I have taken techniques and examples from Mary Oliver’s handbook on writing poetry, to then offer my own poem in response. Finally, I then analyze relevant scholarship to the gender-based issue I am referencing, alongside a personal explanation of how this issue materializes in my poems.
Turning Point USA’s “Exposing Critical Racism Tour” website incorporates imagery and language to purport an alternate reality of critical race theory (critical race theory) in opposition to intellectuals in order to incite an ideological war against teachings of intellectuals. In order to create a sound argument and analysis of the historical and political framework constituted within their page and advertisements, I introduce a bridge between the largely political theory of anti-intellectualism and the rhetorical theory of rhetorical narrative. I propose Anti-Intellectualist Narrative Theory (ANT) as a new theoretical lens for analyzing the nationalistic and populist rhetorical frame created by an extensive history of oppositions to individuals who purport an intellectual authority over the common people. In constructing ANT, I aim to recognize how anti-intellectualism functions as a rhetorical narrative through three rhetorical strategies: anti-rationality, anti-elitism, and unreflective instrumentalism.
Culture, Commerce and Communism: The Rise of American Influence Seen Through Postwar European Cinema (1920-1960)
This thesis evaluates how films from Western Europe portray the social, political and economic degradation that allows the American influence to rise leading up to the Cold War. Specifically, this thesis evaluates classic films from Weimar Germany, the Soviet Union, post-fascist Italy and post-Vichy France as historical and cultural artifacts that depict the harsh conditions of postwar life and how American influence revitalized daily European life. While the American influence (defined as the support of democracy, technological modernization and a capitalist economy) was supported by many struggling Europeans who looked to the United States as a standard to rebuild, critics from each country viewed American influence as a threat to the stability of national independence which they sought to maintain as recovery balanced postwar society.
The present studies experimentally compared the effectiveness of self-explaining versus taking notes for improving comprehension of a difficult science among readers who varied in prior knowledge, reading skill, and later vocabulary skill. Study 1 (N = 70) examined how instructions to simply “note-take” or “self-explain” influenced text-based and inferential comprehension. Task did not influence comprehension performance but, as expected, readers with higher science prior knowledge outperformed their less knowledgeable peers, who also earned lower scores on inferential questions compared to text-based questions. To replicate and extend these findings, Study 2 (N = 60) provided readers with more specific, distinct instructions and examples for self-explanation and note-taking tasks prior to engaging in the same task. The results showed that, in the self-explanation task, high-knowledge readers outperformed low-knowledge readers on the text-based questions. These results suggest that self-explanation supported more knowledgeable and skilled readers for text-based questions.
Why We Wear Masks: An Examination of Factors that Have Influenced Mask-Wearing Among Arizona State University Honors Students During the COVID-19 Pandemic
Our thesis project is a 5-person group thesis that was created over the span of two years. In the summer of 2020, at the height of the first wave of the COVID-19 pandemic, our group first met and discussed our shared interests in mask-wearing and individual factors that we each thought had significant impacts on mask-wearing among Barrett students. We each decided on factors that we wanted to investigate and subsequently split into three main groups based on our interests: culture and geography, medical humanities, and medical and psychological conditions. Despite these different interests, we continued to treat our thesis as a five-person project rather than three different projects. We then constructed a survey, followed by several focus group sessions and interview questions to ask Honors students. In January 2021, we received approval from the IRB for our project, and we quickly finalized our survey, focus group and interview questions. In February 2021, we sent out our survey via the Barrett Digest, which we kept open for approximately one month. We also sent out advertisements for our survey via social media platforms such as Twitter and Discord. Following completion of the survey, we contacted all of the respondents who stated that they were interested in participating in focus groups and interviews. Focus groups and interviews were conducted in March and April 2021, and results were analyzed and correlated to our individual subtopics. Each of the focus group and interview participants received $50 each, and three randomly-selected students who completed the survey received $25 each. From April 2021 until April 2022, we analyzed our results, came to conclusions based on our initial topics of interest, and constructed our paper.
The growing acceptance of divorce has sparked a discussion regarding the distribution of children’s parenting time with each parent. As a result, researchers are evaluating how divorce impacts children and what can be done to improve their wellbeing. This study sought to examine how a child’s age at their parent’s divorce predicts later parent-child relationships and romantic attachment style. Furthermore, it evaluates parenting time as a potential mediator to this relationship. In order to test this mediational model, we distributed a survey to nearly 1,000 college students with divorced parents. This questionnaire was composed of several batteries that assessed the following: their age at their parent’s divorce, the amount of parenting time awarded to each parent after the divorce, their relationship with each parent, and their romantic attachment style, in addition to many other variables that were used as covariates. Given the complexities of divorce, we controlled for potential third variable explanations that were found to be associated with parenting time, parent-child relationships, and romantic attachment style. We hypothesized that younger ages of divorce lead to less parenting time which in turn worsens the father-child relationship and their romantic attachment style. The data supports the mediational model in regard to the father-child relationship with no correlation found between our predictors and attachment style. This highlights the importance of equal parenting time becoming the new standard.
Gibberish seems to have a universal comedic appeal that transcends language barriers – Youtube sensation Crazy Frog goes “bing-ding,” stop-motion penguin Pingu goes “noot-noot,” and Chilean street clown Karcocha speaks in whistle. Clowns don’t need language to make people laugh – Charlie Chaplin did it silently – but what if their gibberish meant something? Intrigued, I sought to explore a species of clowns and how their naturalistic language could evolve the hoots and honks of clown gibberish through naturalistic processes of grammaticalization. First, I evolved a base language (which is not “clown-ish” in itself). Then, I modified the whistled register used by shepherds (not unlike Hmong and Silbo Gomero) into a clown register, which hides the true meaning of jokes in a series of whistles (to encode tone) and other sound effects (to encode consonants). Combined with a clownish subspecies of sapiens and a culture built around “facepaint as self” and humor as a leveling mechanism, this constructed language is vividly clownish. My ultimate intent is to demonstrate the limitless possibility of language change through a detailed, yet silly lens.