The words of God: Religious texts and the Counter -Reformation in the Spanish world

This dissertation analyzes a variety of religious texts such as catechisms, confession manuals, ecclesiastical legislation, saints' lives, and sermons to determine the definitions of orthodoxy held by the Spanish clergy and the origins of such visions. The conclusion posited by this research was that there was a definite continuity between the process of Catholic reform in Spain and the process of Catholic expansion into the New World in that the objectives and concerns of the Spanish clergy in Europe and the New World were very similar. This dissertation also analyzes sources that predated the Council of Trent and demonstrates that within the Iberian context the Council of Trent cannot be used as a starting date for the attempts at Catholic reform. In essence, this work concludes the Spanish clergy's activities were influenced by humanist concepts of models and model behaviour which is reflected in their attempt to form model Catholics in Spain and the New World and in their impulse to produce written texts as standards. ^

Firefly curios and sundry lights

Firefly Curios and Sundry Lights contains 33 poems and 55 pages, mostly free verse lyric narratives issuing from various geographic, emotional, and temporal landscapes. The book is divided into four sections which might roughly be titled: "before," examining themes of childhood and death: "on-the-road," relaying the compulsion to travel, "odd-and- ends-limbo," including pieces which have no context within the time line; and "in-one- place-for-now," reflecting modes of communication, ordering, and longing. Other concerns include speculations about existence, observations of nature, and the importance of science as a means of apprehending the world. The work reveals a belief in the interconnectedness of mind and matter, combines seriousness and humor, and displays a sonic sensibility. These poems of solitude and observation are themselves vehicles, their motion a means of dislocation in order to find the self. Firefly Curios and Sundry Lights is smaller than a bread box and you can dance to it.

Engagement experiences of Hispanic Generation 1.5 English language learners at a Massachusetts community college

Hispanic Generation 1.5 students are foreign-born, U.S. high school graduates who are socialized in the English dominant K-12 school system while still maintaining the native language and culture at home (Allison, 2006; Blumenthal, 2002; Harklau, Siegal, & Losey, 1999; Rumbault & Ima, 1988). When transitioning from high school to college, these students sometimes assess into ESL courses based on their English language abilities, and because of this ESL placement, Hispanic Generation 1.5 students might have different engagement experiences than their mainstream peers. Engagement is a critical factor in student success and long-term retention because students’ positive and negative engagement experiences affect their membership and sense of belonging at the institution. The purpose of this study was to describe the engagement and membership experiences of Hispanic Generation 1.5 students’ at a Massachusetts community college. This study employed naturalistic inquiry within an embedded descriptive case study design that included three units of analysis: the students’ engagement experiences in (a) ESL courses, (b) developmental courses, and (c) mainstream courses. The main source of data was in-depth interviews with Hispanic Generation 1.5 students at Commonwealth of Massachusetts Community College. Criterion sampling was used to select the interview participants, ensuring that all participants were native Spanish speakers and were taking or had taken at least one ESL course at the institution. The study findings show that these Hispanic Generation 1.5 students at the college did not perceive peer engagement as critical to academic success. Most times the participants avoided peer engagement outside of the classroom, especially with fellow Hispanic students, who they felt would deter them from their English language development and general academic work. Engagement with ESL faculty and ESL academic support staff played the most critical role in the participants’ sense of belonging and success, and students who were required to engage with faculty and academic support staff outside of the classroom were the most satisfied with their educational experiences. While the participants were all disappointed with some aspect of their ESL placement, they valued the ESL engagement experiences more than the engagement experiences while completing developmental and credit coursework.

A Geographic Perspective of Cuban Landscapes

Beginning in the era of the Spanish conquest and taking the reader right up to the present day, this book focuses on how the landscape of Cuba has changed and evolved into the environment we see today. It illustrates the range of factors – economic, political and cultural – that have determined Cuba’s physical geography, and explores the shifting conservation measures which have been instituted in response to new methods in agriculture and land management. The text uses historical documents, fieldwork, Geographic Information System (GIS) data and remotely-sensed satellite imagery to detail Cuba’s extensive land-use history as well as its potential future. The author goes further to analyze the manner, speed and methods of landscape change, and examines the historical context and governing agendas that have had an impact on the relationship between Cuba’s inhabitants and their island. Gebelein also assesses the key role played by agricultural production in the framework of international trade required to sustain Cuba’s people and its economy. The book concludes with a review of current efforts by Cuban and other research scientists, as well as private investors, conservation managers and university professors who are involved in shaping Cuba’s evolving landscape and managing it during the country’s possible transition to a more politically diverse, enfranchised and open polity.