Editor's Note, February 2010
Dr. Elizabeth Haller
Assistant Professor of English, Northern State University
E-mail: editoraee@hotmail.com
We invite your continued perusal and encourage you to submit articles, poetry, and fiction for consideration in future issues of AEE. Please review our Call for Papers on this site for more details on submission requirements. If you are unsure whether your contribution would be suitable under the terms of our Call for Papers, please send along an inquiry, and I will be happy to respond forthwith. As always, do not forget to check out Grist for the Mill for possible submission ideas.
“Techno Corner” columnist Susan Jones returns with “Chronicle of a Midwest Public Schools Approach to Technology Integration: Lessons Learned Continued.”
Dan Lukiv provides the first feature of this issue. “These are the Words that Moses” is the most recent installment of an ambitious poetry project (please refer to the following issues for the previous installments: June/July 2008, December 2008, April-August 2009, and January 2010). For this issue’s installment, Lukiv notes:
While the Israelites camped on the Plains of Moab, preparing to cross the Jordon River and enter the land of Canaan, Moses wrote Deuteronomy (34 chapters). The book, covering two months in 1473 BCE, encourages, exhorts, and warns the great crowd of Jews in two particular aspects: 1) Give their God Jehovah exclusive devotion; and 2) Do not follow the lifestyles of surrounding nations.
Keith T. Hardeman provides the second feature of this issue, “Students and Communication Competence: A Call to Professors for Establishing Appropriate Communication Boundaries.” Hardeman states:
Electronic communication undoubtedly affects the institutional culture in higher education in terms of content and presentation. When coupled with an “I’m the customer” attitude, occasionally, student messages to professors may be inappropriately informal, demanding, and, brazen. E-mail messages such as “since i missed 2dayz class, i need to come by so u can get me caught up” seem highly inappropriate. How do professors communicate to nagging students that faculty are empowered to make demands of them as opposed to the other way around? How do we establish appropriate limits to put on students for the purpose of improving student communication competence?
The final feature of this issue is titled “Predicting the Haves and Have-nots within Society: Theoretical Concept of Power vs. Oppression”. Author Nicholas Hartlep states:
This article encompasses the works of Drs. Joel Handler, Yeheskel Hasenfeld, Ann Winfield, John Rury, and Jean Anyon. I synthesize the foremost arguments contained within their work relating to the theory of power vs. oppression as it plays out within our society and acknowledge and elucidate the argument that power and oppression are predictable based on gender, race, and socioeconomic class. Utilizing the authors’ theories, possible paradigms are proposed.
This month’s Poet’s Corner contribution titled “Warnings of the Ruins” comes to us from Ernest Williamson, III, who states: “As a humanist, I am continuously trying to muster enough courage to analyze, realize, and reside in the innards of man's victories and failures. This poem is an honest attempt to vivisect man’s intellect, heart, and imagination.”
READ, ENJOY, AND CONTRIBUTE!
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Send your ideas and/or writing sample
to the Editor-in-chief:
Elizabeth Haller
Kent State University (e-mail: editoraee@hotmail.com)
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