WELCOME TO THE INAUGURAL ISSUE
The purpose of this study was to investigate gender differences in male versus female teacher perceptions of the effectiveness of motivators for male versus female students in the elementary classroom. Ten types of motivators were rated by forty participants (10 male and 10 female student teachers; 10 male and 10 female cooperating teachers) in terms of their effectiveness in motivating elementary students of different genders on a 1-10 point scale (1 = least effective; 10 = most effective). Generalizability (G-) theory was used as the theoretical framework for this study. Findings indicate that gender does have an impact on the perceptions of teachers of different genders in terms of motivator effectiveness for students of different genders in the elementary classroom. For example, male student and cooperating teachers were more consistent and reliable when rating the effectiveness of motivators for male students than female student and cooperating teachers. Motivators for female students received lower ratings than motivators for male students. These findings suggest that gender differences do exist in male versus female teacher perceptions of the effectiveness of motivators for male versus female students in the elementary classroom. Important implications are discussed.
This paper linguistically and ideologically analyzes the encomia that Cosmas Vestitor delivered in the translation of St. John Chrysostom’s relics in the mid 9th century. This is an age when a turn is observed towards linguistic archaism that goes together with the revival and progress of classicism in Byzantium. Cosmas Vestitor lived between 750- 850 a.d. in the court of the Byzantine emperor and must have been an imperial wardrobe officer as his name indicates. He was also involved in writing encomia. The assumptions of Critical Discourse Analysis are used to linguistically analyze the speeches Vestitor delivered in Hagia Sophia before the emperor. The orator sets himself and the imperial authority on the part of morality, truth and justice that confront evil, immorality and falsehood. As the paper concludes, Vestitor makes use of the ideological function of language to consecrate the imperial authority and finally deliver it as an idol in the eyes of the people attending his speech.
The Chinese English-immersion program is a new and potentially influential method of English learning in China. It is regarded as a reform of English teaching in China. It is also a case of educational mode transfer from second language immersion in North America. This article reviews the French-immersion programs in Canada and introduces Chinese English-immersion programs in primary and secondary school levels, with a particular focus on immersion programs in middle schools. Reading achievement of English-immersion and nonimmersion students was compared to examine the effectiveness of immersion programs in middle schools. The applicability of the second language reading model in an immersion context with adaptation when necessary is discussed.
Rape as a tool of warfare has been a near universal phenomenon. One form of warfare in which rape is prevalent is genocide, the analysis of which is the primary purpose of this paper. The question that drives this paper is, what historical, social and cultural factors lead to the perpetration of rape in the Rwandan genocide? In order to answer this, the author explores three key variables: 1) a rape permissive environment; 2) the perception of threat and; 3) effective propaganda. This paper examines their relationship to one another and the role they played in the perpetration of mass scale rape in the 1994 genocide.
1ST Untested Ideas International Research ConferenceJune 28 – 30, 2013Niagara Falls, USA