A Celebration of Scholarship

2013 Paper/Panel Abstracts

Visit the 2013 Schedule for presentations times and locations.

Tuesday Sessions | Wednesday Sessions | Thursday Sessions

Tuesday Sessions

A. “Arrupe Scholar Senior Capstone” Panel 1
Panel Moderator: Dr. Margaret Finucane, CSSA
Presenters: Sean Whalen, Maria Simone, Asurupi Gurung, Esther D’Mello, Undergraduates

B.1 “The Null Curriculum and the US Eugenics Movement: The Under Education of America”
Lark Moore and Brittany Webb, Undergraduates; Faculty Sponsor: Dr. Theron Ford, Education & Allied Studies

This study seeks to determine how many students, enrolled in Jesuit University and plan to pursue a career in education. (a) know what the null curriculum is and (b) have learned of the eugenics movement in the United States. These concepts are interconnected as the first reports on how certain topics, historic events, and groups are routinely omitted from the curriculum of US schools. The second is one such topic—the eugenics movement, and this project will explain the history of the movement, its proponents, goals and actions, particularly as related to African Americans. One outcome of this study is an understanding of how conservative political and social forces continue to shape education policy and practice so as to perpetuate a distorted picture of the nation’s history; resulting in the mythology of a highly moral Christian democracy. All educators, in all contexts, need to cultivate a rich understanding not only of the formal curriculum but of the hidden and null curriculums as well, which should include a diverse historical perspective.

B.2 “The Lion of the Apocalypse – Messiah Fierce and Wild”
Carson Bay, Graduate Student

In John’s Apocalypse, Jesus appears from cover to cover as the hero of the story. In Revelation 5:5, Jesus is introduced as “the lion of the tribe of Judah,” and is referred to thereafter as a “lamb.” Why the switch? John is concerned with presenting his audience with a comprehensive apocalyptic worldview which will bring thought and action in line with God’s plan for the world. John employs a world of imagery in order to drive home his point that Jesus has won/is winning/will win, and thus the life of the one who is faithful to him is secure. John’s rhetorical refrain of guaranteed victory for Jesus’ followers is communicated forcefully in the use of an image constituting ferocity, power and strength: the insuperable lion!

B.3 “When WAC  Becomes TAC: The Shifting Roles of FYC Classrooms and Instructors”
Maria Soriano, Writing Center

While many WAC theorists pinpoint a disconnect between writing taught in FYC and other classrooms, they simultaneously assert that “writing is everybody’s business.” Yet, FYC instructors feel pressure from across the curriculum to adequately prepare students for college-level writing. First, I argue that the pressure to prepare first-year students to write across the curriculum inadvertently and inevitably shifts the focus of FYC—and therefore, the roles of FYC instructors—from a focus on rhetorical strategies for composition to strategies for meeting genre/content expectations. Second, FYC classrooms can function as sites of cross-curricular instruction without sacrificing FYC objectives. Finally, I offer practical strategies for FYC teachers to incorporate cross-curricular dialogue and writing into their courses to close the gap between FYC and other disciplines. Implementing these strategies assists students as they learn how to write across the curriculum within the FYC classroom, therefore creating it as a site of connection.

C. “The 21st Century Classroom: Effective Teaching Strategies for the Interfaith and Intergenerational Classroom”
Wanda Scott, Theology &  Religious Studies

This workshop will focus on combining pedagogical and andragogical strategies to overcoming the challenges of creating effective interfaith and intergenerational dialogue within an academic environment. The techniques presented can be utilized in most academic settings where religious diversity is the topic and also when working with intergenerational groups. Diversity in the classroom has many benefits to both the student and teacher. A diverse group of students fosters an engaging class discussion. However, there can be challenges to open dialogue especially if students have misconceived notions about academic discussion of religion, misconceptions of other religions and if there are generational gaps that create isolation within the classroom. The goal of the instructor is to identify the experiences of all the students, anticipate potential barriers and employ effective collaborative learning techniques and engaging exercises to create a positive learning environment.

D.1 “Older Jews in the Soviet Union: Oral Histories”
David Markovich, Undergraduate

This study will help provide rare insight into the lives of Jewish senior citizens who lived in the Soviet Union prior to immigration to the United States through documenting their stories. These stories are in the process of being chronicled as a token of remembrance for those who faced persecution, and to also help future generations learn about a difficult era which should not be forgotten. Three major research questions will be answered in this study: 1) How did your life growing up as a Jew in the Soviet Union differ from your life now? 2) What types of religious persecution did you experience and how did you cope? and 3) What lessons would you like others to learn from your experiences? The commonalities among the 5 interviewees will be discussed and a video of one of the oral histories shown.

D.2 “The Development of Doctrine and the Debate Surrounding the Declaration on Religious Freedom”
Jurell G. Sison, Graduate  Student

The paper highlights the debate surrounding Dignitates Humanae (DH), The Declaration on Religious Freedom, passed by the Second Vatican Council in 1965. Distinguished as the most contested document of the council, Sison explores its contents, historical context, and the hostile debate amongst the bishops at Vatican II. While the document highlighted religious freedom, the development of doctrine was the actual topic of debate. Although the bishops understood the need for religious freedom, many were terrified that it would clash with church tradition. Sison, however, uses the methods of John Henry Newman, John Thiel, and Avery Dulles to argue that DH is not contrary to church tradition but is instead in harmony with it. Moreover, Sison makes an honest attempt to make sense of the debates in their context, in hopes of understanding the debate’s implications for the twenty-first century.

D.3 “Can  Solidarity Exist?”
James Menkhaus, Theology & Religious Studies

One of the pillars of Catholic Social Teaching and an important component of Jesuit education is the concept of solidarity.  As former superior general of the Jesuits, Peter-Hans Kolvenbach, stated in his address at Santa Clara University in 2000, “Personal involvement with innocent suffering, with the injustices others suffer, is the catalyst for solidarity, which then gives rise to intellectual inquiry and moral reflection.”  While interaction with innocent suffering can usually cause someone to undergo moral reflection, it is more ambiguous how this encounter should create solidarity. Applying my dissertation research, this presentation will question if solidarity is a worthy goal for Jesuit education and immersion programs, or if solidarity is a utopian concept that is unachievable.

E. “ASIA Youth Program Evaluation Project”
Panel Moderator: Dr. Penny Harris, Sociology & Criminology
Presenters: Emilie Wyszynsk, David Markovich, Alex Stultz, Shannon Doyle, Molly Wilson, Tara Knight, Dan Merhar, Ro Drain,  Ellen Day, Sephora Fadiga, Gina Groeschen, Ali Link, Lauren Penkala, John Tash, Dontez White, Elizabeth Tilley, Jennylee Gandarilla, and Jessica Wagner, Undergraduates

In Fall 2012, Dr. Harris’ “Poverty, Welfare, and Social Justice in the U.S.” course conducted a program evaluation of the Dream School, a youth after school enrichment and drug prevention program of ASIA, INC. ASIA is a non-profit organization serving the Asian American and Pacific Islander population in Cleveland. The evaluation was conducted by 3 student research teams. It involved 42 individual qualitative interviews conducted on three participant groups (children, parents, teachers/administrators) which had experience with Dream School. The qualitative findings were then analyzed by common themes and presented in such a way as to offer a broad overview of the program’s success as well as recommendations for improvement. Overall, it was concluded that Dream School has had a significant impact in improving the academics, particularly language skills, and social skills of the participants, and no major changes were recommended.

F. “The We the People Service-Learning Program”
Panel Moderator: Liz Deegan, Center for Service & Social Action
Presenters: John Jackson, Curtis Walker, Rob Law, Bridget Mason, Undergraduates

The We the People Service-Learning Program includes three programs in which John Carroll tutors work with students in underserved area schools. In the 5th grade We the People program, teams of three or four tutors visit classrooms weekly to educate students about the US Constitution and citizenship. Students compete each spring in the Mock Congressional Hearing on JCU’s campus.  Youth for Justice is pilot program in which 8th grade students identify an injustice in the community and, with the assistance of JCU tutors, research the issue, develop an action plan, and create a proposed solution to present to a panel of judges. Finally, in  Project Citizen, JCU tutors work alongside tenth grade students to research an issue that they identify as a problem in their community and propose a policy change to civic leaders.  Panels of JCU tutors will discuss the impact of the We the People Service Learning Program.

Wednesday Sessions

G. Honors Panel 1
Panel Moderators: Dr. Maria Marsilli Cardozo and Dr. Julia Karolle-Berg

(G.1) Yaritbel Torres Mendoza: “Differences in alkaloid defenses in the poison frog Oophaga pumilio between disturbed and undisturbed habitats of Bocas del Toro, Panama.”

(G.2) Gabrielle Ruchames: “Une Beauté Noire: L’ambigu chez l’Hélène de Jean Giraudoux.”

(G.3) Darcy Egan: “Is Chivalry Really Dead? – An Exploration of Chivalry and Masculinity in Medieval and American Literature.”

(G.4) Sarah Castellano: “An Investigation of the Role of Distinctiveness on the Production Effect”

H.1 “Framing the Unfilmable: Harold Pinter’s Adaptation of The French Lieutenant’s Woman
David Young, Graduate Student

In The Truth in Painting, Jacques Derrida posits the frame “breaks down and dislocates even as it cooperates in the production of the product, overflows it and is deduc(t)ed from it. It never lets itself be simply exposed,” in other words, the frame warps as it works (75). When discussing the cinematic framing devices Harold Pinter created in his adaptation of John Fowles’ The French Lieutenant’s Woman, it becomes important to question how the framing device of a film-within-a-film warps the viewer’s perception while at the same time enhancing the central story through an altered framing device. In this paper, I will explore how the cinematic version of The French Lieutenant’s Woman manipulates the narrative device of an obtrusive narrator via the crosscutting of two love stories, that while temporally different, work with one another to match the novel’s dual consciousness.

H.2 “Twentieth Century Liturgical Shifts: Anglican and Catholic”
Kristen Pungitore, Graduate Student

Liturgy is one of the best expressions of a group’s theology at a particular time and in a particular place. It represents how we understand God and how we respond to that understanding. This paper explores the similarities and parallels between Episcopalian liturgy in the 1979 Book of Common Prayer and Roman Catholic liturgy as presented in Vatican II’s document on the sacred liturgy, Sacrosanctum Concilium. Members of the Episcopal Standing Liturgical Commission and the Catholic bishops at Vatican II sought similar liturgical reforms because of shared influences, cultural shifts, and the results of Liturgical Movement; Both groups had commitments to return to early sources, to redefine liturgy as the work of the whole body of Christ, and to highlight the Pascal mystery as a central liturgical theme.

H.3 “The Association Between Bullying and Mental Illness”
Eli Schwersenski, Graduate Student

The current study sought to investigate the long term effects of bullying. Research has shown that bullying during childhood can lead to mental illness in adulthood. This study investigated the association between childhood bullying and adult mental illness, specifically depression. The study included five female participants between the ages of 24-40. The females volunteered to participate in the study and were interviewed on how they perceive the bullying they experienced during childhood, and how it has affected them in their adult lives. Results of the study indicated that childhood bullying does affect the lives of adults. However, it is unclear if childhood bullying leads to increased levels of depression as adults. The results of the study are inconclusive and require further investigation. This may be due to the small sample size, or because most of the participants were teachers. Further research is needed in order to fully investigate the long term effects of childhood bullying.

H.4 “A Deluxe Edition of Lincoln’s Works”
Dr. Charles Zarobila, Grasselli Library

This presentation is about a multivolume, fine press book called THE LIFE AND WORKS OF ABRAHAM LINCOLN (1905).  The book is in the Special Collections department at the Grasselli Library.  The book was edited by John Nicolay and John Hay, Lincoln’s personal secretaries during the Civil War.  The book is a wonderful example of the craftsmanship, planning, and materials that could go into making a deluxe edition of an author’s works at the turn of the 20th century.  The history, construction, and artistic quality of the work will be discussed.

I. “The We the People Service-Learning Program”
Moderator: Liz Deegan, CSSA
Presenters: Kyle Hutnick, Ashley Aberl, Nick Santucci, and Alyssa Giannirakis, Undergraduates

The We the People Service-Learning Program includes three programs in which John Carroll tutors work with students in underserved area schools. In the 5th grade We the People program, teams of three or four tutors visit classrooms weekly to educate students about the US Constitution and citizenship. Students compete each spring in the Mock Congressional Hearing on JCU’s campus.  Youth for Justice is pilot program in which 8th grade students identify an injustice in the community and, with the assistance of JCU tutors, research the issue, develop an action plan, and create a proposed solution to present to a panel of judges. Finally, in  Project Citizen, JCU tutors work alongside tenth grade students to research an issue that they identify as a problem in their community and propose a policy change to civic leaders.  Panels of JCU tutors will discuss the impact of the We the People Service Learning Program.

J. Honors Panel 2
Moderators: Dr. Maria Marsilli Cardozo and Dr. Julia Karolle-Berg

(J.1) Patrick Grogan: “Factors of Success: A Study of Select Ohio School Districts’ Achievement”

(J.2) William Butler: “The Effects of OTC Derivative Clearing Requirements on Monetary Policy Transmission Channels”

(J.3) Mary Benson: “The Efficacy of Excise Taxes in Reducing Cigarette Consumption”

(J.4) Danielle Brady: “Guided by the Light: The Work of Dante Alighieri and Michelangelo Buonarroti”

K. Arrupe Scholar Senior Capstone Panel 2
Panel Moderator: Dr. Margaret Finucane, CSSA
Presenters: Asurupi Gurung, Sadie Curtin, Dan Frac, Cedric Jackson, Undergraduates

L. “Contemporary Issues in Theology & Religious Studies”
Panel Moderator: Dr. Sheila McGinn, Theology & Religious Studies

(L.1) “Sophia: A Challenge for Women’s Equality within the Catholic Church”
Sadie Curtin, Undergraduate

Challenging the predominantly masculine understanding of God as Father, Son, and Holy Spirit, this paper provides an alternative and feminist approach to the image of God through the study of Sophia/Wisdom.  The paper identifies the struggles that women face as members of a patriarchal society whose structures directly contradict the message and mission of Jesus in the Gospels.  Furthermore, it portrays the inequalities that women face today and argues that church tradition needs to be changed in order to be more in line with what Jesus actually intended so that Catholic women may have equal leadership in the Church.

(L.2) “Hope Theology in Relationship with the Legacy of St. Ignatius of Loyola: In the World, Out of the World, and Beyond the World”
Jillian Dunn, Undergraduate

This essay explores the “theology of hope” as it was developed by such influential twentieth-century theologians as Dorothee Sölle, Wolfhart Pannenberg, Johann Baptist Metz, and Karl Rahner, and draws correlations between these theological models and the life and work of St. Ignatius of Loyola. I evaluate these past developments in the Ignatian theology of hope with a view toward understanding how that vision of Christian hope is reflected in modern Catholic thought and practice. Building on the past fifty years of work using hope as the theological lens through which to view the ultimate ends of the Christian life, and bringing those recent developments into dialogue with the Ignatian tradition, I explore some of the practical and concrete differences that the Christian hope makes for life in the world today.

(L.3) “Politics and Ethics in the New English Translation of the Roman Missal”
Dónal McGinn Moorer, Undergraduate

This presentation critiques the process behind the creation of the 2011 English Translation of the Roman Missal to assess its level of compliance with the translation norms established by the Second Vatican Council and the organizational structure mandated by the Principle of Subsidiarity. I begin with an outline of the actual translation process drawing from such sources as Liturgiam Authenticam, the Congregation of Divine Worship’s document on liturgical translations. Then I compare that process to the translation norms outlined by Vatican II in Sancrosanctum Concilium. Finally, I evaluate the process in light of the Principle of Subsidiarity (as outlined by Quadragesimo Anno) to determine its moral standing. I conclude that the process for the New Translation of the Roman Missal was not only a violation of the norms established at the Second Vatican Council, but also a grave violation of the Church’s social-justice teaching on good governance.

(L.4) “The Case of Mara Salvatrucha: How the Catholic Church Is Helping to Prevent the Spread of Violence in El Salvador”
Jonathan Ruano, Undergraduate

Violence is a deep-seated element of human society, which poses problems on many levels and diverse ways, perhaps particularly with respect to terrorist and gang activity. This paper is to research one of the most violent gangs in the world, Mara Salvatrucha, also known as MS-13. Is this gang a terrorist group? Do they have a terrorist agenda? Do they have terrorist ties? What are their tactics? What are churches, in particular the Catholic Church, doing to help? These are some of the questions that this paper will discuss. I will argue that this gang is not a terrorist group and will also make the point that the Catholic Church, especially in El Salvador, has helped and is continuing to help prevent the spread of violence.

M. “Japanese Culture in a Time of Crisis”
Panel Moderator: Dr. Susan Long, Sociology & Criminology

(M.1) “Music and Poetry of Kizuna (Human Links): Rising from the Devastation of 3/11”
Keiko Nakano, Classical & Modern Languages & Cultures and East Asian Studies

The Great East Japan Earthquake struck the northeastern region Tohoku on March 11, 2011. This paper introduces two works of art which focus on kizuna (linking people). Both spring from the devastation and people’s struggles to overcome their misery and again live looking to tomorrow, keeping kizuna for each other. NHK published  Hana wa Saku (Flowers are Blooming) in May, 2012. Singing for this piece are 33 singers, actors, actresses, and sports figures who come from the Tohoku region. The proceeds of the song go to the rehabilitation of the affected areas. The poet, Wago Ryoichi lives in Fukushima. Right after the earthquake, he began documenting his experiences in a powerful and poetic Twitter feed. His Twitter feed quickly earned over 14,000 followers. In May, 2011, his Twitter poetry was published under the title of Shi no Tsubute (Pebbles of Poetry).

(M.2) “Contemporary Views on Love and Romance Portrayed in Japanese Anime and Manga”
Bonnie Taylor, Undergraduate; Dr. Susan Long, Keiko Nakano and Dr. Roger Purdy, East Asian Studies

What is love? It is an elusive thing to define, yet it influences a huge part of human life and interaction and for many is a part of their philosophy and reason for being. The preoccupation with it and the accompanying baggage is universal; however, different countries have different cultural norms, and deal with love and its struggles in different ways.  In Japan, I had the unique opportunity to explore Japanese views of love through anime and manga. This paper examines the ways the romantic troubles are portrayed in a sample of stories in these media and then using the results of T tests from a small scale survey I conducted, explores how well the approaches in manga and anime apply to real life.

(M.3) “The Manga to Anime Evolution”
Brionna Thomas, Undergraduate; Dr. Susan Long, Keiko Nakano and Dr. Roger Purdy, East Asian Studies

In researching the process of a manga to anime conversion it can be observed that the original source material of the manga can be tampered with or revised to varying degrees of extremes in the final product of the anime. To fully understand these changes and why they’re made, the average work process at Toei Animation was observed. The history of manga and the means by which it becomes a successful anime were also further analyzed at the Kyoto International Manga Museum. The compiled results showed that the manga’s development stage and the reception of both mediums by the fan base tend to have large impact on the process.

(M.4) “The Development of  Anime’s Mecha Genre”
Daniel Gonzalez, Undergraduate;  Dr. Susan Long, Keiko Nakano and Dr. Roger Purdy, East Asian Studies

A subcategory of the genre of science fiction, the category of “mecha” is mostly comprised of stories that deal with humanoid robots, or more commonly with giant robots that are operated by a human. Since its introduction around the mid-1900s, and with precursors going back to the 1950s with Osamu Tezuka’s Tetsuwan Atom (more commonly known as Astro Boy)  the mecha genre shows a gradual evolution in Japanese animation. The focus of this thesis will be on the giant robot aspect of the mecha subgenre. The primary purpose is to illustrate and explain this gradual change in giant robot animation from its earliest roots to the genre’s more modern additions. The question is raised regarding whether it might be realistically possible for humans to construct actual versions of these mechas with future advancements in technology.

(M.5) “Faculty Reflection: What I Learned about Teaching and Research with JCU Students in Japan”
Dr. Jennifer M. McAndrew, History

This presentation will discuss how one faculty member was able to expand her teaching and research repertoire by accompanying a group of JCU students in Japan in the spring of 2012. It points to both what students can learn by studying with their professors abroad as well as how such experiences can be meaningful professional development opportunities for faculty members.

N.1 “Performing Gender in Law & Order: SVU and Ice Loves Coco
Ann Visintainer, Graduate Student

This paper explores the composite gender model generated by Ice-T’s current television projects, Law and Order: SVU and Ice Loves Coco. A paradigm that blends and bends traditional sex markers emerges from a consideration of the two shows side-by-side. In the public sphere, Ice-T’s masculinity conforms to gendered stereotypes, such as invulnerability, violence and emotional independence from women. Detective Tutuola is the proverbial street-savvy black cop whose attachment to a woman would only interfere with his work. Contrastingly, qualities such as verbal skill and emotional competency, traditionally coded as
feminine, characterize the masculinity of the private sphere. Ice-T guides Coco through conflict with her family, and publicly weeps as they renew their vows. This multidimensional manhood gestures towards both traditional and contemporary gender expectations in an attempt to successfully fulfill an emerging cultural vision of African-American male identity.

N.2 “Choice not Chance: Counselor Preparation and Involvement in Engaging Students and Their Families in Their Post High School Planning”
Dr. Nancy P. Taylor, Education & Allied Studies and Sharon Schwam, Graduate Student

Often, overwhelming tasks for students are thinking about and planning for life after high school. Individual factors including gender, race/ethnicity, along with external factors including family, friends and school may play a large role in influencing a student’s decisions about the future. This presentation will provide a research design to investigate how students engage in planning for life after high school and to identify those who struggle with envisioning a future. School counselors hold an important role in assisting high school students to plan for their future. After reviewing the literature on counselor preparation and current counseling interventions, a study will be conducted with a threefold objective. A survey will be created and administered to sophomores in the spring of 2013 in three local schools. An inclusive and socially just intervention will be designed and implemented. Participants’ results will be analyzed to determine the impact of the intervention.

N.3 “Raphael’s School of Athens: A Theorem in a Painting?”
Robert Haas, Alumnus

Raphael’s famous painting in the Vatican, The School of Athens, includes a geometer, presumably Euclid himself, demonstrating a construction to his fascinated students. But what theorem are they all studying? This talk first introduces the painting, and describes Raphael’s lifelong friendship with the eminent mathematician Paulus of Middelburg. It then presents several conjectured explanations, notably a theorem about a hexagram (Fichtner), or alternatively that the construction may be architecturally symbolic (Valtieri). The speaker finally offers his own “null hypothesis”: that the scene does not show any actual mathematics, but simply the fascination, excitement, and joy of mathematicians at their work. Thanks to Robert J. Kolesar, Professor of Mathematics at John Carroll University, and Jon L. Seydl, the Paul J. and Edith Ingalls Vignos, Jr., Curator of European Painting and Sculpture, 1500-1800, at the Cleveland Museum of Art, for comments and encouragement on the manuscript. Published July 2012 in Vol. 2 No. 2, pp. 2-26, of the online Journal of Humanistic Mathematics.

Thursday Sessions

O.1 “A Kind of Nothing: Visual and Linguistic Difference in Ralph Fiennes’ Coriolanus
Rachel Hoag, Graduate Student

In Ralph Fiennes’ film Coriolanus, the title character exhorts the rabble to “Get you home, you fragments” (1.1.194). But it is  Coriolanus who is the fragment—incomplete and dwelling in a visual and linguistic no-man’s land. These spatial and linguistic middle grounds become areas where Coriolanus comes to be defined by his differences. Saussurean semiology dictates that the signifiers used to identify objects constitute a system of difference in which things are defined in relation to that which they are not. Coriolanus manipulates this system of difference—one where a Volscian is a Volscian because he is not a Roman—by placing Coriolanus in opposition to these “others” both visually and linguistically. My presentation explores the linguistic and visual modes that create the filmic world in which Coriolanus functions. This shifting nature of definition, both visual and linguistic, leads to a complicated Coriolanus who is consistently defined by that which he is not.

O.2 “Two Catholic Visions of the Teaching Vocation: Paulo Freire and the Second Vatican Council”
Meagen Farrell, Graduate Student; Dr. Edward Hahnenberg, Jack and Mary Jane Breen Chair in Catholic Systematic Theology

In the early 1960s, both Paulo Freire and the Second Vatican Council emerged on the world stage with transformative ideas and approaches rooted in Catholic practice and doctrine. Brazilian educator Paulo Freire led a successful mass literacy campaign that earned previously illiterate Brazilian the right to vote. His books articulated the difference between the “banking system of education” and liberation pedagogy. In Rome during the Second Vatican Council, bishops from around the world drafted documents that had profound effects on liturgy, social justice, and the approach of the Catholic Church to the modern world. Education was addressed in many of the Council documents. Both Freire and the council fathers wrote highly of the vocation of educators and challenged all Catholics to live out their vocations in solidarity with those who are oppressed. Analyzing the Council documents from a Freirean perspective illuminates some inconsistencies, with implications for Catholic theological education.

O.3 “Behavioral and cognitive rationales for frequent testing”
Dr. Abdulrazaq A. Imam, Psychology

People tend to procrastinate and delay inception and/or completion of tasks. Students would delay studying until examinations are so close the only option left is cramming.  The procrastination scallop is a well-established behavioral phenomenon in both human and infra-human species. Distributed practice also has been demonstrated to be superior to massed practice in the cognitive literature. Frequent testing provides opportunities for distributed practice, creating mini-scallops, which fill the gap between acquisition and the big test. In various sections of three courses, standard pre-post testing was conducted at the start and end of the semester over many years.  No weekly quizzes were required in one course compared to others for a few semesters. Mean assessment gains were bigger with than without weekly quizzes, indicating beneficial learning outcomes that suggest potential alternative strategies for faculty to implement low-cost effective instructional practices that students may benefit from.

(P.1) “Pink Lady”
Joan Petersen, Graduate Student

Parts read by the following undergraduates:

MOM is played by Julia Blanchard
DAD …by Elliott Woyshner
SHARON … by Liz Malloy

Pink Lady is a one-act play about Mom, a middle-aged woman who has found her voice and reasserted her free choice after almost thirty years as a wife and mother of five. Her decision to make changes in her life has a direct effect of both Sharon, her daughter, and her husband. When faced with an empty-nest home, Mom knew something had to change. A trip down memory lane was all the catalyst Mom needed to start making the necessary changes to re-establish her own identity. Through Mom’s assertion of self, Sharon sees Mom in a new light, realizing that Mom is not the ogre Sharon thought she was, but a person in her own rights with  feelings and fears of her own. Dad, afraid of losing his authority and Sharon’s respect rebels when Mom starts rewriting his family rules.

(P.2) “The Children are Left Behind”
Brian Bayer, Undergraduate

This is a 21-minute informational/ educational documentary that focuses on the social issues surrounding immigration and the deportation of Latin American immigrants in the United States. There is a serious social issue that is being completely overlooked in the media coverage of this issue – how deportation affects
families that have established themselves in this country. When a parent is deported from the United States, but their child or children are allowed to stay, this causes an unfair amount of harm to an innocent child, as the child is left financially and emotionally orphaned.

Q. Rhetorical Dimensions of Persuasive Appeals – Four Criticisms
Panel Moderator: Dr. Brent Brossmann, Tim Russert Department of Communication & Theatre Arts

(Q.1) “Contradictions in Political Speeches – It’s More Complicated Than That”
Joshua Brossmann, Undergraduate

Paul Ryan’s Address to the Republican National Convention has been criticized for contradictory messages and reversals from previous positions.  This analysis employs Kenneth Burke’s logology (a theory of language, or words about words) to identify how symbols and hierarchies function to create and preserve meaning.  Particular emphasis is placed on Burke’s guilt-purification-redemption cycle to explain why different audiences reacted to the speech both positively and negatively. The text serves as an exemplar of how political speeches serve to perpetuate particular hierarchies.

(Q.2) “Dear Mr. President”: Persona as Protest Tool”
Barbie Curatolo, Undergraduate

The paper examines tension in Kenneth Burke’s writings about a symbolic/nonsymbolic binary with respect to language and music.  These tensions are explored and used as a method to explore P!nk’s development of a distinct persona for her critique of President George W. Bush’s war policies and his response to Hurricane Katrina. The paper concludes that the combination of persona, lyrics, musical tone and imagery combine to offer a particularly compelling use of popular music as a political critique of a standing President.

(Q.3) “Analyzing George Carlin’s ‘Religion Is Bull****’ Routine Using the Narrative Paradigm”
Erica Raab, Undergraduate

Walter Fisher’s Narrative Paradigm breaks with the assumption of human rationality to argue that humans have an innate sense of “good reasons” they use to assess the persuasiveness of appeals.  Central to that narrative rationality are the concepts of narrative fidelity and narrative probability. The paper uses Fisher’s perspectives to explain both positive and negative reactions to a very controversial comedy routine of George Carlin’s.  The nature of Carlin’s logic, support, and comedic implications are explored.

(Q.4) “Queen Elizabeth I’s Speech to the Troops at Tilbury: A Feminine Voice in a Masculine World”
Leah Tremaglio, Undergraduate

Politically moderate and wholeheartedly dedicated to her people, Elizabeth I represents an ideal image of a strong woman who battled expectations and stereotypes to present England as a unified power in the 16th century and beyond.  Taught political, religious and linguistic skills typically reserved for males, Elizabeth used her knowledge to assert herself as the legitimate Queen of England.  To capture the greatness of her reign and the influence of her techniques, a rhetorical analysis of her Speech to the Troops at Tilbury is employed to discover how the speech acts as a reflection of her successful ability to redefine the realms in which women could dominate with respect to contexts of politics, culture, and gender- based expectations.

R. “Challenges of Student Veterans at JCU: New Best Practices”
Moderators: Krysta Kurzynski, Career Services and Lt. Col. (Retired) Eric Patterson, Admission
Presenters: student veterans attending JCU

As the population of student veterans increases at JCU, all members of the campus community need to be aware of the unique and challenging hurdles faced by veterans as they transition into the academic and professional worlds outside of the military culture.  Where are they coming from? What are the challenges they face as students? What are their needs, and what are we doing at JCU to meet these?  And most importantly, what can you do to assist in making their transition a smooth one so they continue on their educational path at JCU?  We will discuss the answers and offer suggestions assisted by a panel of current JCU student  veterans, reflecting on their experiences.

S. Arrupe Scholar Senior Capstone Panel 3
Panel Moderator: Dr. Margaret Finucane, CSSA
Presenters: Samantha Hoch, Jillian Dunn, Matt Lowe, Lauren Gunderman, Undergraduates

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