Bøker av Jennifer Gray

In Culinary Diplomacys Role in the Immigrant Experience: Fiction and Memoirs of Middle Eastern Women, the emergent field of literary food studies engages with international diplomacy studies to establish books with recipes as tools of culinary diplomacy. Foundational to the argument is culinary diplomacy scholar Sam Chapple-Sokol's concept of Citizen Culinary Diplomacy which endorses public events that promote understanding of cultures and people. However, this study challenges that definition and argues that culinary fiction and memoirs are shared interactive experiences between the author, the readers, and the culture written about. Foundational to the study are twentieth century postcolonial literary theories of Homi Bhabha and douard Glissant and twenty-first century transnational theory of sociologists Julian Go and Ulrich Beck to recognize culinary diplomacys vital role in international affairs. Culinary Diplomacy's Role in the Immigrant Experience examines food as metaphorical expression in literature, and the impact of time, space, and place in developing diplomatic relationships between East and West in books by Diana Abu-Jaber, Donia Bijan, Joanne Harris, and Marsha Mehran.

Magicat has been knocked off his broom! Luckily Jessie and Ali are here to help him out ... but while they wait for his witch, what could be the harm in letting Magicat do just a little bit of magic? Friendships and felines make for a magical mix in this adorable adventure particularly suitable for struggling, reluctant or dyslexic readers aged 8+

Underserved Populations in Science Education: Enhancement Through Learning Community Participation A positive relationship between college anatomy students'' achievement and academic language proficiency in the context of a learning community was studied. For many students the barrier to learning science is language. It was determined that a relationship exists between low academic language proficiency and lack of success among students, in particular failure among at-risk minority and language- minority students. The study involved students of Anatomy classes at a community college in Central California having a high percentage of culturally and linguistically diverse students. Students from each semester participated in the academic language proficiency and science achievement studies. A number of students enrolled in a Learning Community (LC) that included instruction in academic language in the context of the anatomy course content. Other students also participated in Peer-led Support (PLS) sessions. Several participated in a textbook use study and in a Cooperative-Learning (CL) study.