Thesis (M.S.)--Rowan University, 2009. / Typescript. Includes bibliographical references.

<p> <i>One Thousand Ways to be Touched</i> is a collection of poetry that centers around female relationships, power dynamics, and the many ways that physical touch can affect the human psyche. The poems were written over the course of three years and display the many stages of my developing aesthetic. Although the subject matter varies from piece to piece, the arrangement is chronological starting with poems that stem from a child&rsquo;s perspective. </p>

published_or_final_version / Comparative Literature / Master / Master of Philosophy

Thesis (M.A.)--McGill University, 1997. / Includes bibliographical references (leaves 115-123).

Thesis (Ph. D.)--University of Wisconsin--Madison, 1961. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

“Creolization, Possession, and Performances in Caribbean Cultural Discourses” entails an intercultural, interdisciplinary investigation of the motifs of spiritual and bodily possession in historic and contemporary discourses of Caribbean cultures. Through a multifaceted analysis of literary, visual, oral, and performative texts, I emphasize the manner in which the historically-rooted tensions of possession invite a more complex understanding of the dynamics of creolization—or the amalgamation of racial, ethnic, and religious identities—in the Caribbean. The conflicts engendered by spiritual and bodily possession connote the crossroads, or the metaphorical site of racial, cultural, linguistic, and religious interchange analogous to the post-Columbian Caribbean region. In my analyses I problematize the discourses of creolization by highlighting the tensions and resistance that are deeply embedded in the crossroads, and which are most prominently revealed through the motifs of spiritual and bodily possession. ^ The introductory chapter provides an overview of post-Columbian Caribbean histories and Caribbean cultural discourses. Chapter 1 examines the Virgin of Charity of El Cobre, Patroness Saint of Cuba, and the orisha Ochún, the Afro-Cuban deity syncretized with the Virgin of Charity in Cuban history and folklore. Chapter 2 continues the investigation of racialized, gendered archetypes of femininity in Cuban culture with an emphasis on visual religious culture and the aesthetics of feminine sweetness in Cuba and Puerto Rico. Chapter 3 analyzes spiritual possession as a pathway to health and transcendence, with an emphasis on several novels by Cuban-born writer Mayra Montero, whose early literature invokes the Haitian religious experience. In Chapter 4 I ponder the prevalence of haunting feminine figures in Caribbean literatures and folklores while drawing attention to Franco-Caribbean cultural discourses. Chapter 5 examines maternality in contemporary literatures by Afro-Caribbean women, and the discourses of the heroic male Caribbean maroon that frequently disavow the heroism of Afro-Caribbean mothers. In Chapter 6 I consider globalization, diasporas, and Caribbean nationalisms while focusing on Trinidad Carnival as a performative spectacle that paradigmatically dramatizes the racial, cultural, and gendered tensions of Caribbean creolization. The concluding chapter offers some insights on the directions in which Caribbean cultural studies and cultural praxis may develop in the future. ^

<p>The purpose of this paper is to try to understand which negative effects grading and judging in art class can have on the students. The emphasise lies on how the media specific parts of the subject is affected. The goal is to get knowledge how students experience getting judged and graded and how this affects them, hence understanding which factors affects them in a positive or negative way in this process. The literature study starts with a historical survey of the swedish grading system and the art subject in Swedish schools. It countinues to explain the current curriculum with an emphasise on art. In the last part of the literature study one can find prior research that has a connection to the survey in this paper. The empirical study that follows includes interviews with twelve ninth grade students and two art teachers. The results show, among other things, that the students have a fear of failing which is partly an effect of them being graded. Furthermore the results show some off the positive and negative effects that grading in art class has. One being that grades are a source of motivation and another that students tend to aim their work towards a grade and thus being limited in their creative choices. It also shows that although the student do not have a problem understanding the goals for exercises they have a harder time understanding on what grounds they are being graded, i.e. they have a hard time understanding the criterias in the curriculum.</p>

Thesis (Ph.D.)--University of Delaware, 2005. / Principal faculty advisor: Susan Goodman, Dept. of English. Includes bibliographical references.

Thesis (Ph. D.)--University of Chicago, Dept. of Education, June 1999. / Includes bibliographical references. Also available on the Internet.

The purpose of this paper is to try to understand which negative effects grading and judging in art class can have on the students. The emphasise lies on how the media specific parts of the subject is affected. The goal is to get knowledge how students experience getting judged and graded and how this affects them, hence understanding which factors affects them in a positive or negative way in this process. The literature study starts with a historical survey of the swedish grading system and the art subject in Swedish schools. It countinues to explain the current curriculum with an emphasise on art. In the last part of the literature study one can find prior research that has a connection to the survey in this paper. The empirical study that follows includes interviews with twelve ninth grade students and two art teachers. The results show, among other things, that the students have a fear of failing which is partly an effect of them being graded. Furthermore the results show some off the positive and negative effects that grading in art class has. One being that grades are a source of motivation and another that students tend to aim their work towards a grade and thus being limited in their creative choices. It also shows that although the student do not have a problem understanding the goals for exercises they have a harder time understanding on what grounds they are being graded, i.e. they have a hard time understanding the criterias in the curriculum.