Come to L203 at noon. If you’re one of the first to arrive, you can have free pizza. The meal’s entertainment consists of five minute talks by representatives from majors and minors across campus. Speakers will take a single idea they learned from their major or minor coursework, explain it, explain why it’s useful or beautiful, and explain why they personally love it. Scheduled speakers:
Courtney Alldridge, Business
Angela Cusano, Communication
Tessa Galindo, Spanish
Andres Martinez, Accounting
Gabrielle Morales, English
Jordan Norris, Psychology
L203
Noon – 1 PM
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Tag: Morales
Gabrielle Morales
‘Uncertainty was attached to everything he knew’: The Intergenerational Transmission of Functional Illiteracy
When the U.S. federal 2020 fiscal year budget was announced in March of 2019, the notice of an 11.4% cut in k-12 programs generated an uproar among educators, journalists, and news broadcasters (U.S. Department of Education, 2019, p. 119). Yet, little attention was given with respect for the 24.3% cut in Adult Basic and Literacy Education, as well as an identical 24.3% cut in English (Speakers of another Language) Literacy and Civics Education—of which equal a combined decrease of 48.6% in adult literacy programs (U.S. Department of Education, 2019, p. 120). Little effort has been made for the functionally illiterate parent. President Bill Clinton’s efforts to, “end welfare as we know it,” in 1996 sought to decrease the number of families on welfare rather than decrease the number of families living in deep poverty. With this reform came stringent welfare eligibility requirements and uncompromising General Educational Development assessments (GED) within Adult Basic Education programs (ABE). Meanwhile, within the past three years, there have been zero cutbacks in Career and Technical Education or Vocational and Adult Education grants—thus confining impoverished and illiterate citizens to careers within the manufacturing industry; such programs offer diminutive literacy education. Historically, welfare and adult education reforms have denied opportunities for low-literate and functionally illiterate adults. In thwarting one’s ability to read and write, the intergenerational transmission of functional illiteracy remains. To be clear, this thesis does not serve as a claim against the alleged ‘brokenness’ of the K-12 education system or welfare system. Rather, it serves to take part in the current body of literature—of which asserts the need for improvement within the adult education system.
Keywords: intergenerational functional illiteracy, united states, adult education
ENG 499, Capstone
Jenee Cazares & James Watson
P114
10-10:30 AM
Return to schedule
When the U.S. federal 2020 fiscal year budget was announced in March of 2019, the notice of an 11.4% cut in k-12 programs generated an uproar among educators, journalists, and news broadcasters (U.S. Department of Education, 2019, p. 119). Yet, little attention was given with respect for the 24.3% cut in Adult Basic and Literacy Education, as well as an identical 24.3% cut in English (Speakers of another Language) Literacy and Civics Education—of which equal a combined decrease of 48.6% in adult literacy programs (U.S. Department of Education, 2019, p. 120). Little effort has been made for the functionally illiterate parent. President Bill Clinton’s efforts to, “end welfare as we know it,” in 1996 sought to decrease the number of families on welfare rather than decrease the number of families living in deep poverty. With this reform came stringent welfare eligibility requirements and uncompromising General Educational Development assessments (GED) within Adult Basic Education programs (ABE). Meanwhile, within the past three years, there have been zero cutbacks in Career and Technical Education or Vocational and Adult Education grants—thus confining impoverished and illiterate citizens to careers within the manufacturing industry; such programs offer diminutive literacy education. Historically, welfare and adult education reforms have denied opportunities for low-literate and functionally illiterate adults. In thwarting one’s ability to read and write, the intergenerational transmission of functional illiteracy remains. To be clear, this thesis does not serve as a claim against the alleged ‘brokenness’ of the K-12 education system or welfare system. Rather, it serves to take part in the current body of literature—of which asserts the need for improvement within the adult education system.
Keywords: intergenerational functional illiteracy, united states, adult education
ENG 499, Capstone
Jenee Cazares & James Watson
P114
10-10:30 AM
Return to schedule
Gabrielle Morales
Genesis 15: A Single Seed
The life of a plant is produced by what we know as the germination of a seed. From the single seed of one man, Abraham, came the Son of God. Dormant as man may view it—the descendants—the covenant God made with Abraham was eventually fulfilled a near 2,000 years later. This former infertile seed went on to germinate and produce a plant, which dropped seeds, creating more plants, generating more life; just like the stars, the life produced by this single seed was and is all too much to count. But it did not stop with the birth of Jesus. It had only begun at the cross. This nearly 4,000-year-old covenant carries on today.
BTM 101, Engaging with the Bible: How to Read the Bible in the 21st Century
Joshua Little
9 AM – 3:30 PM
Banquet Room
Gabrielle Morales
Namibian Dreams for the American, German, & Native
In the spring of 2013, Eddy Alvin Fuller embarked on a trophy hunting expedition in Namibia. With him, he took his wife and a journal to record his experiences. With the rise of veganism and the boom of exposing poachers through social media, big-game hunting has been frowned upon—especially in Southern Africa. Some may see it as heinous for an outsider—specifically a white man—to hunt on someone’s land and shoot their animals for hobby. However, many are unaware that the hunting “export” has many benefits for locals. In Namibia, many locals work as trackers, skimmers, and packagers. Also, meat is used to feed nearby villages. These journal entries, along with an examination of the colonized Namibian culture, and a brief analysis of the modern hunting culture in Namibia will prove to have both positive and negative affects on the state of Namibia.
HIST 161, World History
Ron Palmer
P103
1:30 – 2 PM
Gabrielle Morales
Dickens, the Tube, and Mac & Cheese in a Can: Abroad in London
“Sir, when a man is tired of London, he is tired of life; for there is in London all that life can afford.” –Samuel Johnson
The English culture and history is so rich; one cannot help but grow fond of this lovely city. In this presentation, there will be discussion on the education system in London, including lectures, assignments, and grading. More importantly, there we will explore literary England, including but not limited to the blue plaques, C.S. Lewis’ place of worship, Shakespeare’s birthplace and grave, and the Dickens museum. I will also go into the major cultural differences, such as living arrangements and food. My own personal development “whilst” abroad in London will also be discussed.
GLST 295, Study Abroad
Lauren Riley
P003
11 – 11:30 AM
Gabrielle Morales
‘I’m Tired of Not Being Home’: A Rhetorical Fantasy-Theme Analysis of Huerta’s Speech on PTSD
It is common knowledge that many veterans hold symptoms of Post Traumatic Stress Disorder (PTSD); however, as active soldiers, most neglect to acknowledge the early symptoms. Chaplain Carlos Huerta (2012) explores this in his speech. While the speech may read as an autobiography or personal account of his experiences battling with PTSD, the artifact embodies the experiences of all military members who struggle with the condition. When Ernest Bormann’s fantasy-theme criticism is applied to analyze Huerta’s speech, it is made clear that Huerta is creating a shared worldview of soldiers, both past and present, who are in constant battle with PTSD both on and off the physical war battlefield.
COMM 441, Rhetorical Criticism
Doyle Srader
Banquet Room, Poster #10
1 – 3 PM
Scholar Lunch
Come to L203 at noon. If you’re one of the first to arrive, you can have free pizza. The meal’s entertainment consists of five minute talks by representatives from majors and minors across campus. Speakers will take a single idea they learned from their major or minor coursework, explain it, explain why it’s useful or beautiful, and explain why they personally love it. Scheduled speakers:
- Brady Box, Education
- Haley Cochell, Psychology and Philosophy
- Alleya Harris, Exercise Science
- Josh Higashi, Communication
- Zeph Hollins, Biology
- Delia House-Lopez, Music
- Marina Irish, Business
- Gabrielle Morales, English
- Rosa Schmidt, Math
L203
Noon – 1 PM.
Gabrielle Morales
Bloom: A Short Story of Poverty and Identity
My name is Gabrielle, and I am a product of the so-called “American Dream.” I was born of an uneducated family, and I am first of that line to break the chain of teen pregnancy. More importantly, I am the first to attend college. My paternal grandfather passed away when my father was just seven. Being the oldest, my father was forced to drop out of the third grade and support his mother and siblings. And then, when he was fourteen, he left his ranch-house in Tamazula de Gordiano, Jalisco, Mexico, to “make something of himself” by migrating to America.
But it was not until recently that I began to wonder what my life would look like had my grandfather lived. These thoughts are futile, but I can’t help but wonder: would my own father still be illiterate? And if not, would he still have entered America under the same conditions, and would I have found reason to write this? Would my parents have met? It is through this story, my father’s story— a deeply rooted bloom of self discovery— that I hope to put these thoughts to rest.
ENG 211 Survey of American Literature
James Watson
PFB 114
1:00 – 2:00 PM