Webster University Research Articles

Song of Victor(ia), and: Andromeda

Song of Victor(ia), and: Andromeda Natasha Andreil (bio) Song of Victor(ia) He emulates a womanbut he doesn’t knowthe pangs of silence endured likea dog wearing a muzzle;he lets his hips sway and dip when he walksbut he doesn’t knowhow my own mother for years would say“keep your legs closed; I am not raising a slut;”he lets his tongue linger over S’sbut he doesn’t knowthe days when i want to eradicatethe possibility of bearing child;he flits his eyes coylybut he doesn’t knowhow i was raised to “never look a man in the eye,”my neck made to bend perpetually,swan-like, so my gaze grazes the floor;he says to me “it’s okay to cry” buteven he wouldn’t say that to another man;and he dreams of beingthe way the sepals of an orchid openrevealing the petals, invisible inking spotson the lips, bright colorsencouraged by the sunbut he doesn’t know how hard it isto live the rest of the timewithout blooming. Andromeda I found her, standing against the tide, waves plashingat her sandaled feet. I knelt, my hands shaking withrestraint not to touch, for she knew naught of me.She was diminutive in stature with feetlike a dancer, high arches and delicate ankles,slim calves, dimpled knees, thighsthat rounded into wide hips that slopedinto a nipped-in waist, her breasts heavyand soft, her shoulders round, her arms longtied above her head, her neck swan-like,her head oval with a visage of plump lips,she awakened from slumber. As the sunlathed her in its dying glow, her eyesdark, devoid of stars pierced into mine.drew me in to her dusk, the edge of her night. [End Page 650] Then I saw her hair matted and webbedwith mist from the sea. Her purple robes dirtiedwith filth and dried blood, were ripped and torn.She began to yank against the chains haphazardly,her body flailing against the rocks.When she could not free herself her struggles diedand she began to sway side to side.There were faint bruises about her throat,about her arms, her legs, her torso.I could see ropes and chains bound about her.Manacles had long since dug into herwrists and ankles, rivulets of bloodbeaded and dried on her arms. And she smelledof the salty sea, stale sweat and spew. But why must such beauty fade now?Why should she be chained to these very rocks?When she began to shiver, to weep, and to groan,I took my fiery sword from its scabbardand burned through the shackles. Yetshe begged me to leave her here for fearthe people may find her outside the belly of the beast.I promised to return once more,left my cloak and sought outthe Gorgon. Of her I would drinkto the dying day of my youth. [End Page 651] Natasha Andreil Natasha Andreil earned her baccalaureate degree in English from Webster University. She lives in Longmont, Colorado, where she manages Stasia Press, an electronic press devoted to poetry chapbooks. Copyright © 2013 Natasha Andreil

Cloud Computing-s Software-as-a-Service (SaaS) Delivery Model Benefits Technical Courses in Higher Education

Software-as-a-Service (SaaS) is a form of cloud computing that relieves the user of the burden of hardware and software installation and management. SaaS can be used at the course level to enhance curricula and student experience. When cloud computing and SaaS are included in educational literature, the focus is typically on implementing administrative functions. Yet, SaaS can make more immediate and substantial contributions to the technical course content in educational offerings. This paper explores cloud computing and SaaS, provides examples, reports on experiences using SaaS to offer specialized software in courses, and analyzes the advantages and disadvantages of using SaaS at the course level. The paper contributes to the literature in higher education by analyzing the major technical concepts, potential, and constraints for using SaaS to deliver specialized software at the course level. Further it may enable more educators and students to benefit from this emerging technology. Keywords—Cloud computing, software-as-a-service, e-service, higher education. I. BACKGROUND AND MOTIVATION TUDENTS in technical courses often would benefit by having experience with the same specialized software as used in industry. This is especially true in computer science and related computer application courses where advanced software is often required to help students understand important principles. Yet, budget constraints may rule out such software purchases. Some vendors offer free downloadable software for educational use. However, downloaded software still requires sufficient computing resources to install and make use of the software. Further, software installation, configuration, and routine maintenance often requires the time of skilled information technology (IT) staff, another scarce resource in higher education. In the case of specialized software, the limited number of students served makes it more difficult to justify the expense by the university. Another problem has been the difficulty students have in obtaining, installing and configuring software in a timely fashion, particularly during accelerated 8 or 9-week course format. Typically many hours of faculty support are required to assist students in this situation. When the course is offered in a distance education format, it becomes even more challenging in order to help students get up to speed fast enough for course demands. Janet L. Kourik is with Webster University, US. E-mail: kourikjl@webster.edu To circumvent such problems, some vendors responded by offering access to their software via the Software-as-a-Service (SaaS) model. SaaS, sometimes called e-service, is a form of cloud computing that delivers software and its associated data via a web browser or a thin client to relieve the user of the burden of hardware and software installation and management. From vendors that offer specialized software via SaaS delivery, the products may be rapidly incorporated into a course, often at little or no expense to the instructor in higher education. II. CLOUD COMPUTING AND SAAS Cloud computing actually is a broad collection of ideas. An analogy at this point may be helpful. Consider “TRANSPORTATION” as a broad collection of ideas. Transportation encompasses many different components of moving a person or object from point A to point B, as listed in Table 1. Transportation includes movement on land, water, and in the air. Wind, gasoline, electricity, etc. may be used to generate force for movement. A variety of vehicles may implement transportation. The elements of transportation components may be combined in many ways. For instance, wind may be used to move a sail boat on water. Another example would be a diesel engine may be used to move a bus

A Study on the Impact of Globalization in Developing Countries: Focus on Africa from a Liberal Perspective

A STUDY ON THE IMPACT OF GLOBALIZATION IN DEVELOPING COUNTRIES: Focus on Africa from a Liberal Perspective PATRICK MUTUA KIOKO E-MAIL: pmkioko2002@yahoo.com TEL: +254 726 094525 B. Philosophy (Urbanian University, Rome), MA in Rural Development (UCD, Dublin-Ireland), MA in INGO (Webster University, the Netherlands) and PHD (on-going) in Disaster Management and Sustainable Development) at Masinde Muliro University of Science and Technology, Kenya. 8/2/2012

Reception and Memory: A Cognitive Approach to the Chansons de geste by Paula Leverage

the fine distinctions made in the individual essays. These comments aside, this collection convincingly demonstrates the literary interest in examining the roles of editors, printers, and booksellers and suggests new avenues of inquiry into sixteenth - and seventeenth-century French literature. Webster University (MO) Emily E. Thompson LEVERAGE, PAULA. Reception and Memory: A Cognitive Approach to the Chansons de geste. Amsterdam: Rodopi, 2010. ISBN 978-90-420-3042-8. Pp. 338. 79 a. Leverage proposes parallels between medieval mnemonic theory and modern cognitive studies, in an attempt to bridge gaps in knowledge about the audience , performance, and appreciation of Old French epics (chansons de geste) of the twelfth and thirteenth centuries. Leverage’s study continues a long tradition of inquiry into repetition in epic. She begins with an examination of information contemporary to the chansons de geste about their public: internal evidence (references in chansons and other texts) and external evidence (in histories, sermons, legal records, codicology, and manuscript history), demonstrating clearly the breadth of audience across social classes (67). Leverage then reviews medieval and modern theories of memory, using chansons de geste as her examples. It is here that she engages the long-standing individualist (single poet, work of art) versus traditionalist (work of the people, anonymous) debate. She suggests that rather than look at rhetorical treatises for evidence of learned composition, we need to examine theories of memory, in particular the visualization and auralization of memories as they are divided and organized in context to form a part of personal recall. Drawing the audience into remembering forms part of the artistry of a poem’s creator, she argues. Leverage offers numerous examples, such as images of tree, book, and trace, of mnemonic techniques used. Modern reading analysis showing slower reading at the ends and beginnings of episodes demonstrates reinterpreting , or recontextualization; Leverage suggests that a non-exact form of repetition, “disjunctive echo,” is at work there to help set memories by aiding individuals in absorbing them. She thus goes beyond formalism to a socio-historical model of cultural purposes for literary repetition, where ‘elaborative meaning’ (extra information deriving from paraphrased instead of repeated expressions) reinforces societal standards (for example, offering moral lessons [295]). Leverage surveys many participants in the occasionally acrimonious debate that divided chanson de geste scholars into individualist and traditionalist camps. From the earliest participants like Gaston Paris (287) to contemporary scholars like Sarah Kay (16) she finds positive data for her study. She also confronts contradictions , like interpreting the truth value of different parts of a chanson differently (53), and the use of circular arguments (51). She is careful not to exaggerate her conclusions, saying, for example, that the authors of certain chansons want “to create the impression that their poems are not entirely secular” (60, my italics). Her own use of “author” (108) and “poet” (289–90) in addition to discussing “the fiction of orality” (50, quoting S. Gaunt) evidence her conclusions. Leverage’s insights across many chansons de geste, not always the bestknown —for example, Moniage Guillaume, Parise la duchesse, Renaut de Montauban, among others—provide a convincing demonstration of the relation of aesthetics in oral style to memory in the audience. That said, this book is not an easy read. 954 FRENCH REVIEW 85.5 Long summaries of cognitive critics, disruptive punctuation, and definitions of jargon force rereading for comprehension. Invented uses of words like “paraphrastic ” (247) and “collation” (124 ff) are annoying and one wishes that other, more conventional terms could be used. The conclusions, however, reward the persistent reader; the study offers a useful compendium of cognitive literary theories with excellent demonstrations of parallels across lengthy epic texts. From here, one hopes for a broader range of texts to test this aesthetic of repetition in oral style: different versions of texts (e.g., Aliscans), developments of texts over time (chansons d’aventures, prose) and place (Leverage’s examples are largely northern—Anglo-Norman and Parisian). Leverage’s carefully argued study thus opens the door to further interdisciplinary research on the nature of audience and perception of medieval texts, then and now. Loyola University Maryland Leslie Zarker Morgan LOCHERT, VÉRONIQUE, et CLOTILDE THOURET, éd. Jeux d’influences: théâtre et roman...

Dead Women Talking: The Transgressive Manuscripts of Kate Chopin’s “Her Letters” and “Elizabeth Stock’s One Story”

MARGOT SEMPREORA Webster University Dead Women Talking: The Transgressive Manuscripts of Kate Chopin’s “Her Letters” and “Elizabeth Stock’s One Story” Tyger Tyger, burning bright, In the forests of the night; What immortal hand or eye, Could frame thy fearful symmetry? —From William Blake, “The Tyger” TWO STORIES BY KATE CHOPIN—“HER LETTERS” AND “ELIZABETH STOCK’S One Story”—first interested me because of the ways in which they depart from Chopin’s own practice of fiction: each is set in Missouri, away from Chopin’s usual Louisiana locale, and each focuses on women writing, a subject which constitutes a second break from Chopin’s usual practice. That the unusual aspects of setting and character herald further innovation and experimentation becomes obvious when we consider Chopin’s manipulation of the nineteenth-century convention of the framed narrative. Chopin encountered the technique of framing in the fiction of Guy de Maupassant, whom she identified as a source of inspiration and several of whose framed tales she translated. Traditionally, the nineteenth-century “framed” tale begins with a narrator who introduces the central material of the text and thereby sets up expectations about what is to follow. The initiating narrator frequently returns to finish the tale with editorial, moral, or ironic commentary,sometimesproscribingthereader’sresponsetotheinternal tale. For example, the framing narrator in “Solitude,” one of the Maupassant tales Chopin translated, introduces the reader to a friend who walks beside him and takes over the story with an anguished, melancholy monologue on loneliness and isolation. The framing narrator/friend returns briefly at the conclusion of the story to ask, “Was he drunk? Was he mad? Was he wise?” (Bonner 197). These questions suggest the limited selection of possible reader responses to the encounter. In Maupassant’s “Suicide,” again translated by Chopin, the 452 Margot Sempreora narrator begins, “A letter discovered upon the table of a suicide has fallen into my hands” (Bonner 203). The suicide note is recounted as the embedded tale and the narrator returns to close the frame with one sentence: “And it is thus that many a man kills himself, in whose life we may seek in vain to discover great sorrows” (205). The final sentence constitutes an interpretation of the suicide note; the reader’s own possible interpretation is co-opted by the framing narrator. In her own stories, Chopin restructures the framing device in Maupassant’s tales in a gesture of aesthetic liberation and self-assertion. “Her Letters” and “Elizabeth Stock’s One Story” were both written at defining moments in Chopin’s career. “Her Letters” was written in 1894 in the middle of Chopin’s translations of Maupassant’s “Mad Stories”—eight tales she chose from six different volumes of Maupassant short stories (Fusco 144) or perhaps selected from an assortment of French periodicals. Translating Maupassant’s “Mad Tales” required Chopin to inhabit the first-person monologues of psychotic, often woman-loathing, narrators. Chopin’s admiration for Maupassant’s mastery of the short story led her to translate these manic and misogynistic tales; in giving her own words to Maupassant’s repeated expression of misogyny and his dark, increasingly pathological portraits of human relationships, Chopin became more conscious of her own portraits of women and their language, symbols, concerns, and vulnerabilities. “Elizabeth Stock’s One Story” (1898) was written during a second significant period in Chopin’s career, as she awaited the publication of The Awakening. She had found her voice in the novel and must have known that publication of The Awakening would expose her to the potentially silencing commentary of literary and social critics.1 So, while she awaited the public’s response, Chopin created a portrait of a Missouri woman writer, Elizabeth Stock, who—though she struggles with self-doubt and censure even as she sits down to write her story—ultimately delivers into the reader’s hands a subtle indictment of the influences that have kept her silent. Awaiting publication of The Awakeningseemstohaveprecipitatedexplorationoftabooterritory;five months after writing “Elizabeth Stock,” Chopin wrote a second transgressive text, “The Storm.” 1 Heather Kirk Thomas also notes the significant timing of Chopin’s creating this “realistic” and “compassionate” portrait of the woman writer (27). 453 Dead Women Talking...

Foreword

The present special issue focuses on children at risk and examines the situation of children seeking asylum and safety, children obliged to work, and children who are caught up in armed conflict, including notably child soldiers. We are indebted to the guest editor Alexandre J. Vautravers for having kindly accepted to publish the papers of the 13th International Humanitarian Conference organized by Webster University in Geneva on 21 February 2007. The articles in this issue show how the Office of the United Nations High Commissioner for Refugees (UNHCR), the International Committee of the Red Cross (ICRC), the International Labour Organization (ILO), and others are working both to improve the identification of risks in the wider protection environment and of individual protection risks faced by children, which may on their own or in combination act to place children at heightened risk, and to strengthen responses to these risks. In the UNHCR context, this approach is exemplified in the two Conclusions of the Executive Committee on Women and Girls at Risk and Children at Risk, the full texts of which are given in the Documents Section of this issue.1 It is interesting to see the similarities in this approach with that of the ICRC to the risks of forced recruitment faced by children in conflict situations.

Welcome

Welcome Get access Robert Spencer Robert Spencer Director General, Webster University, Europe Search for other works by this author on: Oxford Academic Google Scholar Refugee Survey Quarterly, Volume 26, Issue 4, 2007, Pages 23–24, https://doi.org/10.1093/rsq/hdi0259 Published: 01 December 2007

The New International Engagements of Switzerland

The New International Engagements of Switzerland Alexandre Vautravers Alexandre Vautravers Head, Program of International Relations and Migration and Refugee Studies, Webster University Search for other works by this author on: Oxford Academic Google Scholar Refugee Survey Quarterly, Volume 26, Issue 4, 2007, Pages 198–206, https://doi.org/10.1093/rsq/hdi0279 Published: 01 December 2007

Closing Statement

Closing Statement Get access Kathleen Intag Kathleen Intag Student Organizing Committee, Webster University Search for other works by this author on: Oxford Academic Google Scholar Refugee Survey Quarterly, Volume 26, Issue 4, 2007, Pages 310–311, https://doi.org/10.1093/rsq/hdi0293 Published: 01 December 2007

Establishing and Sustaining Healthcare Operations in a Contingency: A Logistical Perspective

Lt. Col. Paul Martin, FACHE, USAF, MSC, administrator, 48th Medical Group, RAF Lakenheath, England Lt. Col. Paul F. Martin, FACHE, is administrator of 48th Medical Group, RAF Lakenheath, England. He received a direct commission in the Air Force Medical Service in April 1988. Before this commission, he was an analyst for the Joint Commission on Accreditation of Healthcare Organizations. He earned a bachelor's degree in psychology from DePauw University and a master's in healthcare administration from Webster University. This case study represents a part of Lieutenant Colonel Martin's ACHE Fellow Project and was voted as the best case thesis in 2004. To view the complete thesis, visit ache.org/mbership/AdvtoFellow/fellowproj.cfm.

The Precisianist Strain: Disciplinary Religion & Antinomian Backlash in Puritanism to 1638 By Theodore Dwight Bozeman

HistoryVolume 91, Issue 303 p. 458-458 The Precisianist Strain: Disciplinary Religion & Antinomian Backlash in Puritanism to 1638 By Theodore Dwight Bozeman TOM WEBSTER, TOM WEBSTER University of EdinburghSearch for more papers by this author TOM WEBSTER, TOM WEBSTER University of EdinburghSearch for more papers by this author First published: 20 June 2006 https://doi.org/10.1111/j.1468-229X.2006.373_33.xRead the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat No abstract is available for this article. Volume91, Issue303July 2006Pages 458-458 RelatedInformation

EFFECT OF HIGH EURO

Over the course of the last month, the US Dollar has reached an all time low versus the Euro. Several factors have played a significant role into this record setting slump. The research has been conducted to determine how increasing value of Euro could affect U.S. trade with Europe. To illustrate the significant outcomes of currency fluctuations, particularly, Euro versus Dollar, from a managerial economics perspective indicating implications of the Euro for U.S. trade and investment are discussed. Attempt and intention initially will be providing information in a clear, concise, and easily understandable manner. Consequently, the issues such as rationale for Euro, high Euro’s impact on macroeconomic indicators mainly job market, the twin deficits, and the interest rates and finally the role of falling U.S. dollar on International trade, particularly importation and exportation are analyzed and clarified. The term “globalism” is become overused, and often misused. In fact we might say that it has actually been devaluated to the level of the everyday language of buzzwordbrandishing marketing pundits. Such freewheeling use has perhaps prompted many MBA/CEOs (or future MBA/CEOs) to launch into a global plan or strategy without proper consideration of the demands and dynamics of the international marketplace. Many would-be globetrotters neglect the acquisition of language skills, knowledge of foreign trade containing exportation concepts such as tariffs, quotas, and customs tax laws, accounting standards, etc. all of which are necessary to “effectively” go global. Superficial knowledge only leads to failure. As international cooperation increasingly growing in importance and world community loudly called upon globalization, it is very crucial to observe how euro establishes its durability. The relation between the U.S dollar and the European Union Euro directly affects the U.S. Firms and their international counterparts. To begin to appreciate this * MBA, Webster University Lecturer, Yasar University

Introduction

Introduction Get access Otto Hieronymi, Otto Hieronymi Webster University, Geneva, Guest Editors Search for other works by this author on: Oxford Academic Google Scholar Nathalie Feix-Scott Nathalie Feix-Scott Webster University, Geneva, Guest Editors Search for other works by this author on: Oxford Academic Google Scholar Refugee Survey Quarterly, Volume 25, Issue 4, 2006, Pages 9–18, https://doi.org/10.1093/rsq/hdi0161 Published: 01 December 2006

The global economic system: asymmetries and inconsistencies

Purpose – To provide a systematic analysis of the contrasts, imbalances and suggestions for corrective action in the present globalized economic system and monetary and financial order in the framework of a conference organized by Webster University, Geneva (Switzerland) dealing with the outlook for international order.Design/methodology/approach – The paper is divided into two parts. The first provides an overview of the general characteristics of the globalized economy, of the interdependence of national and international orders and policy making and the issue of investments, technology transfer and global business. The second part contains a more detailed analysis of the international monetary and financial order, including the evolving role of the International Monetary Fund (IMF). While the paper provides a rigorous analysis of the institutional and policy issues, the analysis and the conclusions are accessible also to the non‐specialized reader.Findings – The paper focuses on the inconsistencies and...

The need for a universal humanitarian order

PurposeWithin the context of an international conference dealing with global challenges, the Atlantic Community and the outlook for international order organized by Webster University, Geneva (Switzerland), to propose an approach to strengthening the international order by reviving the global responsibility to abide by fundamental humanitarian rules.Design/methodology/approachThe twentieth century presented a very disturbing catalog of violations of humanitarian law. In addressing the main question of the conference, namely “What are the true principles of international order today and do we need new rules and organizing principles in the future?”, the author tackles the issue from the international humanitarian law perspective and suggests various instruments (formal and informal) for enhancing the protection of human dignity.FindingsA global responsibility to abide by fundamental humanitarian rules may be revived through positive law and judicial mechanisms, but also through a new respect for human life, a return to universal values found in all civilizations, religions and traditions, and through a new humanitarian order based on the core concept of humanity.Originality/valueThis paper suggests that it is through a combination of existing legal and humanitarian instruments, and not just one, that the international order can be strengthened.

Robert Spencer: Director General, Webster University, Europe

Robert Spencer: Director General, Webster University, Europe Robert Spencer Robert Spencer Director General, Webster University, Europe Search for other works by this author on: Oxford Academic Google Scholar Refugee Survey Quarterly, Volume 24, Issue 4, 2005, Pages 11–12, https://doi.org/10.1093/rsq/hdi073 Published: 01 December 2005

Closing Statements

Journal Article Closing Statements Get access Myriam Felber, Myriam Felber Webster University, Geneva Search for other works by this author on: Oxford Academic Google Scholar Samuel Whyte, Samuel Whyte Webster University, Geneva Search for other works by this author on: Oxford Academic Google Scholar Charlene Perilla Charlene Perilla Webster University, Geneva Search for other works by this author on: Oxford Academic Google Scholar Refugee Survey Quarterly, Volume 23, Issue 4, December 2004, Pages 246–248, https://doi.org/10.1093/rsq/23.4.246 Published: 01 December 2004

Introduction

Introduction Get access Otto Hieronymi, Otto Hieronymi Webster University, Geneva Search for other works by this author on: Oxford Academic Google Scholar Catherine Currat Catherine Currat Webster University, Geneva Search for other works by this author on: Oxford Academic Google Scholar Refugee Survey Quarterly, Volume 23, Issue 4, December 2004, Pages 1–10, https://doi.org/10.1093/rsq/23.4.1 Published: 01 December 2004

Opening Statements

Opening Statements Get access Robert Spencer Robert Spencer Director General, Webster University, Europe Search for other works by this author on: Oxford Academic Google Scholar Refugee Survey Quarterly, Volume 23, Issue 4, December 2004, Pages 11–12, https://doi.org/10.1093/rsq/23.4.11 Published: 01 December 2004

Lessons Learned from Political Violence and Genocide in Teaching a Psychology of Peace: An Interview with Linda Woolf

Tasha R. Howe got her BA in psychology from the University of California at Santa Barbara. She received her MA and PhD in developmental psychology from the University of California, Riverside. After doing an NIMH-sponsored postdoctoral fellowship in developmental psychopathology at Vanderbilt University, she served as assistant professor of psychology at Transylvania University in Lexington, Kentucky. Currently as assistant professor of psychology at Humboldt State University in California, Dr. Howe specializes in child abuse, family violence, developmental psychopathology, community violence, and ecological factors affecting normal and atypical child development. She teaches a wide variety of courses, including human development, the history of psychology, family violence, assessment and treatment of child abuse and neglect, children's cognitive development, and developmental psychopathology. She is married and has two sons, ages 6 and 1. Linda M. Woolf is the Coordinator of Holocaust and Genocide Studies and Professor of Psychology at Webster University in St. Louis, Missouri. She received her MS and PhD in applied-experimental psychology from Saint Louis University. She currently serves as Review Editor for the e-journal H-Genocide, secretary for the Society for the Teaching of Psychology (Division 2, APA), and an executive committee member for the Society for the Study of Peace, Conflict, and Violence (Division 48, APA). In addition to her courses on the Holocaust, genocide, peace and conflict, and women and global human rights, Dr. Woolf also teaches a wide variety of courses such as women's intellectual contributions to the study of mind and society, the history and systems of psychology, social psychology, adult development and aging, and introductory psychology. She loves baseball, Star Trek, and her dogs and cats!