Comparative study between Annie John and Wide Sargasso Sea.

Although Jamaica Kincaid’s Annie John can be described as a bildungsroman or coming of age story, the novel raises complex and compelling issues. Both Annie John’s mother and the colonial school undermine her transition into adulthood by teaching Annie to devalue her individual identity and culture. When Annie questions this perception, both lash out against her. Through a close and sensitive examination of the text, the ethnocentric bias and hidden agendas of those closest to Annie is uncovered and analyzed. As West Indian writers, particularly women writers, gain more recognition, it is crucial to acknowledge and understand the effects that growing up on a colonized island has upon West Indians. A deeper reading of Annie John exposes the prejudices and power relationships that continue to haunt formerly colonized islands.

Claude Debussy's Prelude a l’apres-midi d’un faune [Prelude to the Afternoon of a Faun] opens with an unaccompanied flute solo that famously tests breath control, tone production, and capacity for musical expression. All aspiring flutists must master this solo, because it is frequently requested on orchestral and collegiate auditions. To aid flutists in their preparation, many notable pedagogues and performers have provided written and verbal commentary with suggestions for crafting a successful performance; however, it is unclear whether or not actual performances reflect these teachings. In other words, do the pedagogues practice what they preach? This study uses audio analysis to objectively analyze quantifiable aspects of ninety years of recordings of Prelude a l’apres-midi d’un faune and compares the results to current pedagogy. This study’s findings fall into four categories: (1) breath placement, (2) tempo and rubato, (3) vibrato, and (4) general expression. Because of the influence and historical significance of American flutist William Kincaid, a giant of twentieth-century performance and pedagogy, special consideration is given to specific recordings and teaching of Kincaid. The analysis that follows demonstrates disparity between performance practice and pedagogy and will allow flute students and teachers to make better-informed decisions interpreting Prelude a l’apres-midi d’un faune.

<p>The purpose of this study was to analyze texts from four English textbook series for Swedish school years 7-9 as regards their readability and to investigate whether the text difficulty progresses within series with grade level and with each assigned difficulty level. The study also wished to make comparisons between these textbook series to determine if they are equivalent as regards their average readability level. The readability formulas Flesch Reading Ease and Flesch-Kincaid in Microsoft Word 2007 was used for calculation of the readability grade levels of a selection of 231 texts from the series <em>Good Stuff</em>, <em>Happy</em>, <em>Time </em>and <em>Wings. </em>The results from both formulas indicated that the texts in general become more difficult for each school year and with assigned level. However, the study showed that there are differences among the four series as regards their average difficulty levels and that there is a great difficulty range among texts.</p>

Introduction: A mercury fact sheet that contains essential information and can be clearly understood by majority of adults is needed. In Fiscal Year 2009, EPA responded to more releases related to mercury than any other release. Since 2003, EPA has responded to more than 200 mercury releases. The American Association of Poison Control Centers estimate more than 50,000 people have been exposed to mercury vapors from 2003 to 2008, and 19,000 mercury cleanups have occurred from 2006 to 2008. Purpose: To determine what information needs to be included in a mercury fact sheet and how it should be created to inform adults who may be important in preventing and limiting exposure during accidental mercury release in the United States. Methods: The Flesch-Kincaid Grade Level Formula Data and the Suitability Assessment of Materials (SAM) tool were used to determine readability and appropriateness of twelve fact sheets related to elemental mercury. Length of fact sheets and illustration coverage percentage were also assessed. In addition, surveys were performed with four people who were involved in response to mercury releases in 2007 to 2009. The information they provided was also summarized to determine important elements that should be included in the fact sheets. Results: Information in a fact sheet should include the background of mercury, procedures in the event of a release, and ways to prevent releases. Based on the Flesch-Kincaid Grade Level, the literacy levels required to comprehend the 12 facts sheets was 11.4 on average. The majority of adults cannot comprehend the twelve fact sheets evaluated. Based on the evaluation of the material using SAM, none of the fact sheets scored higher than adequate with SAM. Only two fact sheets were written on one page and none of the fact sheets used relevant, simple illustrations with captions. Discussion: An effective mercury fact sheet needs to be about one page long and focuses on background, procedures, and prevention of exposure during a mercury release. Information obtained from interviews found that people focused the majority of their attention on the first page only. The fact sheet needs to be written at a sixth grade reading and to be able to receive a superior rating when assessed with SAM. This will ensure that the fact sheet is readable and comprehendible by the majority of adults and include the necessary information that the public must know regarding mercury. A new fact sheet was developed and assessed using both Flesch-Kincaid level and SAM and was found to have a 6.6 reading grade level and received a superior score under SAM. This fact sheet will be used by EPA along with the existing more comprehensive fact sheets at state agencies, and poison control centers for future releases and will be given to schools to educate and prevent future releases.

Thesis (Ph. D.)--Illinois State University, 2000. / Title from title page screen, viewed May 4, 2006. Dissertation Committee: John Shields (chair), Lucia Getsi, Nancy Tolson. Includes bibliographical references (leaves 179-190) and abstract. Also available in print.

The purpose of this study was to analyze texts from four English textbook series for Swedish school years 7-9 as regards their readability and to investigate whether the text difficulty progresses within series with grade level and with each assigned difficulty level. The study also wished to make comparisons between these textbook series to determine if they are equivalent as regards their average readability level. The readability formulas Flesch Reading Ease and Flesch-Kincaid in Microsoft Word 2007 was used for calculation of the readability grade levels of a selection of 231 texts from the series Good Stuff, Happy, Time and Wings. The results from both formulas indicated that the texts in general become more difficult for each school year and with assigned level. However, the study showed that there are differences among the four series as regards their average difficulty levels and that there is a great difficulty range among texts.

Mon mémoire "Colonial Ideology and Legacy and Feminine Resistance in Jamaica Kincaid" est une lecture féminine de la colonisation. Il définit, en premier lieu, l'idéologie coloniale comme une idéologie manichéiste et déshumanisante. Étant critique de cette idéologie binaire et réductrice, mon mémoire déchiffre et propose une résistance féminine, riche et diverse, à travers quelques écrits eux même divers de l'écrivaine Jamaica Kincaid. Ce mémoire conteste toute idée reçue sur la femme, en s'appuyant sur des théories anticoloniales et féministes. Il s'agit en effet d'un travail déconstructif où je vise inlassablement à décortiquer et à délégitimer ces hiérarchies qui habitent nos pensées et nos corps, et qui, entravent l'épanouissement de l'être humain. Les trois chapitres qui forment le corps de mon mémoire sont organisés à chaque fois en terme d'oppression et de résistance; de déshumanisation et humanisation, où le sujet colonisé essaie de se libérer des différentes formes d'oppression pour vivre pleinement son humanité. Cette relation hiérarchique est représentée métaphoriquement à travers la relation mère-fille, une relation que j'étudie dans le deuxième chapitre. Le troisième chapitre s'intéresse au mouvement du corps féminin, qui devient l'espace de résistance à une identité limitatrice. / My thesis "Colonial Ideology and Legacy and Feminine Resistance in Jamaica Kincaid" analyzes, criticizes and deconstructs the foundations of colonial ideology. It examines how colonial Manichaeanism oppresses the woman, and explores the sites of feminine resistance for (formerly) colonized women. In the first chapter, I define colonial ideology as based on Colonial Manichaeanism. I argue that the colonizer-colonized relationship is reductive and dehumanizing. I explicate and criticize Frantz Fanon's analysis of this relationship of superiority and inferiority and his understanding of violence. I also study Jamaica Kincaid's A Small Place, which reproduces this relationship and extends it to the present through the tourist/native relationship. In the second chapter, I study the mother as a colonial figure in Annie John. The mother-daughter relationship offers another re-enactment of the colonizer-colonized relationship, which is highlighted through images of heaven and hell. I also develop the metaphor of death and I argue that love and Obeah are resistance strategies to colonial figures. The last chapter engages the corporal in colonial oppression, and feminine resistance. I scrutinize the female body in its wavering between veiling and exposure in Lucy. I analyze the movement of the female body as emblematic of the fluidity of feminine identity and as such, an identity which is misrepresented by colonial and patriarchal discourse.

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Mon mémoire "Colonial Ideology and Legacy and Feminine Resistance in Jamaica Kincaid" est une lecture féminine de la colonisation. Il définit, en premier lieu, l'idéologie coloniale comme une idéologie manichéiste et déshumanisante. Étant critique de cette idéologie binaire et réductrice, mon mémoire déchiffre et propose une résistance féminine, riche et diverse, à travers quelques écrits eux même divers de l'écrivaine Jamaica Kincaid. Ce mémoire conteste toute idée reçue sur la femme, en s'appuyant sur des théories anticoloniales et féministes. Il s'agit en effet d'un travail déconstructif où je vise inlassablement à décortiquer et à délégitimer ces hiérarchies qui habitent nos pensées et nos corps, et qui, entravent l'épanouissement de l'être humain. Les trois chapitres qui forment le corps de mon mémoire sont organisés à chaque fois en terme d'oppression et de résistance; de déshumanisation et humanisation, où le sujet colonisé essaie de se libérer des différentes formes d'oppression pour vivre pleinement son humanité. Cette relation hiérarchique est représentée métaphoriquement à travers la relation mère-fille, une relation que j'étudie dans le deuxième chapitre. Le troisième chapitre s'intéresse au mouvement du corps féminin, qui devient l'espace de résistance à une identité limitatrice. / My thesis "Colonial Ideology and Legacy and Feminine Resistance in Jamaica Kincaid" analyzes, criticizes and deconstructs the foundations of colonial ideology. It examines how colonial Manichaeanism oppresses the woman, and explores the sites of feminine resistance for (formerly) colonized women. In the first chapter, I define colonial ideology as based on Colonial Manichaeanism. I argue that the colonizer-colonized relationship is reductive and dehumanizing. I explicate and criticize Frantz Fanon's analysis of this relationship of superiority and inferiority and his understanding of violence. I also study Jamaica Kincaid's A Small Place, which reproduces this relationship and extends it to the present through the tourist/native relationship. In the second chapter, I study the mother as a colonial figure in Annie John. The mother-daughter relationship offers another re-enactment of the colonizer-colonized relationship, which is highlighted through images of heaven and hell. I also develop the metaphor of death and I argue that love and Obeah are resistance strategies to colonial figures. The last chapter engages the corporal in colonial oppression, and feminine resistance. I scrutinize the female body in its wavering between veiling and exposure in Lucy. I analyze the movement of the female body as emblematic of the fluidity of feminine identity and as such, an identity which is misrepresented by colonial and patriarchal discourse.