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    International Student Academic Support: Academic Support given to Chinese International Students from Teachers
    (International Journal of Literacy, Culture, and Language Education, 2017-08-06) Stewart, JesAlana
    With the large flux of international students attending American universities in order to achieve a higher level of education, it is imperative that these institutions provide sufficient resources to enable them to succeed. The vast majority of these students have had no experience with the western academic system, and they need an academic cultural ambassador to guide them in this setting. The foremost resource in helping these non-native students to navigate academia is the teacher. This study takes a qualitative approach of four case studies of freshman composition instructors of international students in order to develop the perspective of a first line of defense. This research finds many commonalities among the perspectives of these teachers, particularly in how empathic these instructors are towards their non-native students, and it reveals many forms of accommodations that they make in order to help their students succeed. It discovers that from the perspective of these teachers, this particular group of students will only use the resources that they are encouraged to utilize by each individual instructor (even when there are other known services available to them). Furthermore this study calls for more research into the available resources that international students use, more training for teachers who are going to instruct this very diverse population, and it advocates for the development of further resources for the future.
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    Critical Review of Ethnographic Reports
    (Unpublished, 2009-01-08) Coronel-Molina, Serafin M.
    In this paper, I compare and contrast the approaches of three ethnographers to give some idea of the range of possible reporting styles one can find. The texts I analyzed are The Man in the Principal’s Office, by Harry F. Wolcott, Street Corner Society, by William Foote Whyte, and The Color of Strangers, the Color of Friends, by Alan Peshkin. I compared five aspects of these three ethnographic reports, which I explained in detail as I discussed them: (1) the texture of description, (2) the roles and activities of the researcher, (3) the adequacy of evidence reported, (4) the texture of authorial voice in the report, and (5) the social theory perspective of the author. I covered each point independently, discussing all three texts together under each point.
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    A 21st Century Global Aesthetic - Neo-Teatrum Mundi
    (2007 InSEA Regional Congress, Seoul, Korea, 2007-08-23) Manifold, Marjorie C.
    As youth from diverse nations interact and play together online, they may adopt masks of universal archtypes in order to know and be known by others. The masks also represent an emerging new global aesthetic and sense of self in society. As Steven Johnson (1997) states, “All great symbolic forms address the conflict between the private self and the larger community that frames that self, whether this valuation lies at the surface of the work or is buried somewhere in its underlying assumptions.” In this paper, I report information collected from interviews with over 100 youth and young adults from 17 countries who perform and create artworks based on popular media conveyed narratives, role-playing games, comics, manga, and animated stories. I argue that the symbolic functions of these expressions constitute a kind of neo-teatrum mundi—or “life as theater and theater as life”. Youth publicly present themselves as archetypes-characters drawn from globally known narratives while privately integrating multiple self and social identities. Finally, I present an analysis and interpretation of the visual characteristics of neo-teatrum mundi and draw implications for an interdisciplinary arts education of the 21st century.