Archive | April, 2010

Project Proposal

23 Apr

My research topic focuses on the question, ‘what are the effects that undocumented students encounter in higher education?’ However, coming to this final issue took much longer than expected. I first considered subjects of interest and subjects that were simply relevant to my life. Consequently, I thought of how my family in Mexico has been affected by the violence caused by the cartel drug wars, yet not much information was found on that matter. After many attempts of composing a narrow topic/question, I arrived at the subject of undocumented immigrants. This subject is relevant to my life because both my sister and I were undocumented students for many years. Thus I decided to focus on undocumented students and education. From there, I narrowed that subject to the issue of, ‘what are the effects that undocumented students encounter in higher education?’ Accordingly, my hypothesis became: Undocumented students living in the United States encounter obstacles when trying to obtain a higher education because of the United States’ federal legislation concerning undocumented students, and undocumented immigrants in general.’

Becoming aware of the problematic issues undocumented students encounter is important because it allows people to better understand and help those immigrant students that want to attend college. Because this topic focuses on undocumented students, undocumented students trying to obtain a higher education are my target audience. Immigrants altogether may too be part of my audience because many undocumented immigrants have children facing the issue of higher education. I will also like to target politicians so they can become aware of how legislation effects those who are intellectual students, but who are unfortunately undocumented.

Précis #1:

Contreras, Frances. “Sin Papeles y Rompiendo Barreras: Latino Students and the Challenges of Persisting in College.” Harvard Educational Review 79.4 (2009): 610-631. Academic Search Premier. EBSCO. Web. 22 Apr. 2010.

In this journal, Frances Contreras argues that undocumented students are beating the odds just to obtain that prolonged dream of attaining a postsecondary degree. Contreras presents a case study made up of twenty detailed interviews with undocumented Latino students. Contreras goes more in-depth by reviewing the implementations of HB 1079 and the DREAM Act in order to make others aware of the challenges undocumented students face when trying to attend college. Because this journal presents personal insight of undocumented students and a review of federal law, this article is targeted to the immigrant population of America, as well as those in the academic and political fields that are trying to better understand the challenges undocumented students face regarding postsecondary education.

Précis #2:

Abrego, Leisy J. “I CAN’T GO TO COLLEGE BECAUSE I DON’T HAVE PAPERS’’: INCORPORATION PATTERNS OF LATINO UNDOCUMENTED YOUTH.” Palgrave Macmillan Journals 4 (2006): 212-31. Google Scholar. Web. 22 Apr. 2010.

In this journal, Lesley Abrego focuses on undocumented students trying to obtain a higher education, and the challenges that such an aspiration comes with. To do this, Abrego presents information on how undocumented immigrants assimilate to American culture, what federal laws restrict them from obtaining a higher education, and presents interviews with undocumented students, as well. Abrego puts the issue of undocumented students and education in social and psychological contexts in order to understand the issues that undocumented students encounter when trying to obtain a higher education, and the psychological issues, such as assimilation, prior to trying to obtain a higher education. This journal contains information on undocumented students psyche and social challenges that restrict them from going to college, thus this journal targets an academic audience trying to understand what psychological and social issues undocumented students face when trying to go to college.

Précis #3:

Kasarda, Ralph W. “AFFIRMATIVE ACTION GONE HAYWIRE: WHY STATE LAWS GRANTING COLLEGE TUITION PREFERENCES TO ILLEGAL ALIENS ARE PREEMPTED BY FEDERAL LAW.” Brigham Young University Education & Law Journal 2 (2009): 197-244. Academic Search Premier. EBSCO. Web. 22 Apr. 2010.

In this journal, Ralph W. Kasarda argues that federal law preempts allowing undocumented students to pay in-state tuition. Kasarda presents background information on undocumented immigrants that are granted in-state tuition, as well as past state propositions and federal court cases. Kasarda reviews the cases of Martinez v. Regents of University of California in order to prove that in-state tuition is an educational benefit because federal immigration laws deny it. Because this journal argues against allowing undocumented students to obtain a higher education, the target audience are politicians seeking to prevent undocumented students from achieving a higher education, as well an academic audience interested in federal legislation regarding immigrants, such as lawyers and policy makers.

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Project Question

12 Apr

What are the effects that undocumented students encounter in education?

Focusing:

• DREAM ACT
• AB 540
• Interviews
• Psychological effects of being an undocumented student
• Federal Legislation

“Interrupted Reading” Part II

5 Apr

Jean Baptiste-Camille Corot is a French painter that is most known for his paintings of landscapes. Although painting landscapes was Baptiste’s forté, the artist also took an interest in painting portraits during his later years of life. One of those portraits includes Corot’s “Interrupted Reading.” The portrait depicts an uninterested, middle-aged woman holding a book. The Art Institute of Chicago describes the portrait as a painting of Corot’s ideal woman. According to the caption, a woman who looked depressed, and even somewhat miserable, was the “thing” to be during the 1870s. However, my interpretation of this paining is much different to that of the gallery’s.

The Art Institute’s description of Corot’s “Interrupted Reading” does not make much sense because it shows no relation with the title. The title, “Interrupted Reading,” does not suggest that the woman in the portrait is the ideal woman of the 1870s, or that Corot was infatuated by her depressed look. Thus through research, I came to the conclusion that Corot’s “Interrupted Reading” tries to capture a woman who is in deep thought in order to escape reality. Therefore the painting is an interpretation and symbolism for fantasy. The New Criterion supports this claim by stating that Corot uses books as “symbols of enchantment” (The New Criterion, 1996). The symbolism of the book suggests for people to concentrate on something other than reality, and to fantasize in order to escape the chaos of one’s life.

Furthermore, Corot’s portraits create an experience of relaxation, as his paintings of “gauzy landscapes” do as well (The New Criterion, 1996). Thus to add to my interpretation of Corot’s “Interrupted Reading,” I believe that the painting also tells people to slow down, think and relax. One can definitely feel relaxed when looking at Corot’s landscape paintings, but I can experience it when looking at Corot’s “Interrupted Reading” as well. This relates to the symbolism of fantasy and enchantment because when viewing any painting, I tend to fantasize about how it would be to live in that time period, or just in the painting itself.

In all, I believe that my interpretation of the piece well represents the portrait’s title. The portrait is of a woman whose reading was interrupted by thought and fantasy.

The most difficult part of this assignment was finding credible sources. The majority of the results from Google were websites that sold recreations of Corot’s paintings and reviews about his work. Therefore some of the sources I used on the first part of the assignment are probably not credible. I also confronted the problem of not finding sources that dealt with the piece itself. However, I did gain knowledge on how to get sources off of DePaul’s database and learned about Google scholar. These two search engines helped significantly in the second part of the assignment because they found articles that dealt with the actual piece, and that incorporated information about the artist as well.

Sources:

Kimball, R. (1996, December) “Corot in New York.” The New Criterion. Retrieved April 6, 2010 from http://www.newcriterion.com/articles.cfm/Corot-in-New-York-3420

“Camille Corot.” (2010) Encyclopedia Britannica. Encyclopedia Britannica Online. Retrieved April 6, 2010 from http://www.britannica.com/EBchecked/topic/138362/Camille-Corot

Jean Baptiste Camille Corot, ‘Interrupted Reading’

2 Apr




















Précis #1:

Rosenburg, K. (1970) “Know What You See.” The Renaissance Society at the University of Chicago. Retrieved on April 2, 2010 from http://www.renaissancesociety.org/site/Exhibitions/Essay.Know-What-You-See.214.html

In this essay, Rosenberg suggests that how on sees a painting today, may not actually be the same way the artist saw the painting when he or she painted it. Rosenberg reviews how x-rays, radiographs, ultraviolet lights and raking lights help depict if a painting was altered, or if a painting has various layers to it that suggest that the artist painted many versions of it before the final presentation. Rosenberg talks about how radiographs and raking lights show that Corot’s ‘Interrupted Reading’ has a build-up of layers that indicate that Corot painted the arm three times before he was content with it’s position. ‘Know What You See’ contains history about works of art, and how technological mechanisms help see the process the artist took to create the painting, or to show if the painting was altered, therefore making this essay aimed toward an academic audience of art and technology.

Précis #2:

(2009, February) “Corot, Jean Baptiste Camille (1796-1875) – 1865-70 Interrupted Reading.” Flickr. Retrieved on April 2, 2010 from http://www.flickr.com/photos/32357038@N08/3258699139

In this essay, the author suggests that Corot’s work went through an evolution because Corot’s paintings show many styles. The author reviews periods that historians have divided Corot’s work into, and how his way of painting changed in each stage. The author focuses on Corot’s early, mature, and elderly stages in order to understand how his techniques and styles of painting changed throughout his life. Because this essay presents historic information about Corot’s work, this essay is aimed for an audience interested in Corot’s work and for admirers of art history.

Précis #3:

Johnson, B. “Jean Baptiste Camille Corot, French Barbizon School, 1786 – 1875.” Hoocher. Retrieved on April 2, 2010 from http://hoocher.com/Jean_Baptiste_Camille_Corot/Jean_Baptiste_Camille_Corot.htm

In this essay, the author argues that Corot was not only interested in architectural settings and landscapes, but that he was infatuated with expressing the beauty of the Italian woman and emotion of the French woman in his work. The author presents Corot quotes that show his passion for the Italian woman’s physical features. Because Corot is a well-known landscape artist, the author presents Corot’s paintings of women, some including Interrupted Reading, Italienerin mit Krug, and Italienne assise jouant de la Mandoline, in order to understand how his infatuations of those women were transmitted onto his work. This essay primarily contains information on the cultural influences of Corot’s paintings of women, therefore aiming an audience of people interested specifically in Corot’s work of female portraits, and people interested in how culture is portrayed in paintings.