School of Arts and Humanities
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Item Facing the other man: a reading of Kate Chopin's love affair stories from the Confucian perspective(2012-04-18) Wan, XuemeiIn her love affair stories, Kate Chopin actually raises the question: “How to face ‘the other man’ out of marriage?” which reflects her own and some of her heroines’ inner conflicts. Her statement in the diary and some of her heroines’ attitudes to that question remind us of reading them from the Confucian Perspective. Both the stories and Confucianism have the same key words as “love” and “rituals” or “orders” or “laws.” According to Confucianism, everyone needs love, but the love with morals is more beautiful. For example, from these perspectives, we can see the love in the story of “A Respectable Woman” reflects the attribute of beauty of “Doctrine of the Mean,” and the relationship among the three main characters in the story accords with the “Five Orders”— the Confucian cardinal human relations that between the ruler and the ruled; parents and children; the husband and wife; siblings and friends. Therefore, we can consider that the heroine in the story has overcome the temptation of “the other man” out of her marriage. The desire between them has been restrained into a golden mean love with social ethics, which was advocated by Confucius (551-479BC) to be perfectly good and beautiful, enlightening moderns to live on the earth poetically.Item Why you already know what remediation is but have never heard of it(2012-04-18) Montgomery, Sydnie; Tanner, MattieItem Chloe, 6(2012-05-11) Lynn, Holly A.Item Jason, 22(2012-05-11) Lynn, Holly A.Item Chad, 23(2012-05-11) Lynn, Holly A.Item Ed, 70(2012-05-11) Lynn, Holly A.Item Morgan, 8(2012-05-11) Lynn, Holly A.Item Dustin, 30(2012-05-11) Lynn, Holly A.Item Andrew, 27(2012-05-11) Lynn, Holly A.Item Steph, 35(2012-05-11) Lynn, Holly A.Item Ed, 88(2012-05-11) Lynn, Holly A.Item Rita, 26(2012-05-11) Lynn, Holly A.Item Savannah, 24(2012-05-11) Lynn, Holly A.Item Rainee, 2(2012-05-11) Lynn, Holly A.Item Jayna, 16(2012-05-11) Lynn, Holly A.Item Personal Space, book jacket front and back matter(2012-05-11) Lynn, Holly A.Item Mandy, 28(2012-05-11) Lynn, Holly A.Item Dee, 72(2012-05-11) Lynn, Holly A.Item Flash mobs and smart mobs: a study in social network coordination and mobilization(2012-11-21) Montealvo, JanetSocial media platforms both online and through mobile devices utilize new media to strengthen social networks in order to promote human rights to freedom of speech and freedom of assembly. When individuals assemble there is a collective intelligence inherent in the organization of the group. One of the most popular models in mass coordination and mobilization is the trend known as a flash mob which uses ordinary channels of communication to collaborate and coordinate without the general public or authorities knowing about it beforehand. The mobs that use the power of social network mobilization to prompt change are often referred to as smart mobs. On January 21, 2001, a smart mob in the Philippines effectively used text messages to generate a protest that led to the fall of President Joseph Estrada. The simple text messages including “Go 2EDSA, Wear blck.” reached more than a million citizens as witnessed by their participation in the silent protest. In this paper I will argue that these mobs use the power of social network mobilization to express their point of view and to prompt change. I will also seek to answer questions concerning the formation and rationale of these mobs. Why do individuals participate in these mobs? How do these mobs measure their success? What motivates the individuals who conceive and instigate these smart mobs? What happens when that power is wielded for unscrupulous ends?Item Learning and Teaching as Communicative Actions: Improving Historical Knowledge and Cognition Through Second Life Avatar Role Play(2012-9) Wakefield, J. S.; Warren, S. J.; Rankin, Monica A.; Mills, L. A.; Gratch, J. S.; 0000 0000 6293 6366 (Rankin, MA); 2009035690 (Rankin, MA)We examined a higher education history course where virtual role play was implemented as an assignment. The course was designed to help students gain an overall understanding of the causes, trajectory, and aftermath of the Cuban Revolution. Assignments included readings and discussions of historical essays and primary sources that were intended to prompt students to think critically about political, cultural, and scholarly debates surrounding the revolution but also inquiry and role play. In particular, students were encouraged to set aside pre-existing opinions in favor of or opposed to the revolutionary regime of Fidel Castro and U.S. Cold War diplomatic policy toward Cuba. The theoretical framework learning and teaching as communicative actions, in which communication and discourse, and the interplay among the four communicative actions proposed as the basis of human understanding, guided the course. Active learning through role-playing in a constructivism learning environment and classroom discourse helped students develop a higher level understanding of the complex events by perspective taking both for and against the Castro regime.