Lawyers That (Say They) Listen: An Exploratory Study into Law Firms with Listening Specific Branding

The following investigation attempts to explore the communication dynamics between law firms and their clients. As shown in this research, clients tend to make note of poor communication skills, specifically listening skills, when they interact with attorneys. In an attempt to appeal to clients who have had negative interactions in respect to listening, several law firms across the country are utilizing branding that stresses their strengths in listening (what I term listening specific branding). In the investigation to come, three law firms are analyzed that utilize this type of branding. Additionally, three law firms that specialize in similar areas of the law in the same city were found and analyzed as comparisions to those using listening specific branding. Client testimonials posted to the respective firm’s websites, as well as unfiltered reviews from Google Reviews, were used to investigate the effectiveness of the branding in influencing clients perceptions of their experience in relation to communication/ listening. Although I am unable to make causal claims from these data, the research does highlight communication problems with attorneys and the potential advantage branding could serve to improve upon this problem

A Determination and Evaluation of Pre-Clinical Competencies: The Opinions of Student Teachers, Cooperating Teachers, and Progressional Educators

Purpose of the Study: The purpose of this study was twofold: (1) to determine specific competencies student teachers should possess prior to the start of the clinical experience, (2) to determine how well prepared student teachers are in these competencies. These determinations were based on the opinions of University of North Dakota secondary student teachers who completed their clinical experience during the Fall 1970, the opinions of their cooperating teachers, and the opinions of selected faculty from the College of Education at the University of North Dakota. The research was concerned with generating answers to the following questions: 1. In the opinion of each of the three groups, student teachers, cooperating teachers, and professional educators, what competencies should secondary student teachers possess prior to the clinical experience? 2. In the opinion of student teachers and cooperating teachers, how well prepared were student teachers in these competencies prior to the clinical experience? 3. Will the opinions of cooperating teachers differ significantly from those of the student teachers with respect to specific competencies student teachers should possess, and with respect to how well prepared the student teachers were in these competencies? Procedures: The instrument used in this study was a Likert type questionnaire developed by the researcher, validated by educators, and proven reliable using the coefficient alpha test of reliability. The questionnaire contained one hundred competencies were categorized into seven sections representing seven major comptency areas: roles and responsibilities, planning, subject matter, skills, teaching and methodology, motivation and learning, and evaluation. The instrument contained two scales with four possible responses for each scale: (1) Scale 1 was to be used by the respondents to express their opinion toward each competency as a necessary prerequisite to the clinical experience. (2) Scale 2 was to be used by student teachers and cooperating teachers to express their opinion concerning the degree to which student teachers were adequately prepared in each competency. Completed and usable questionnaires were received from sixty-three student teachers, eighty-seven cooperating teachers, and twenty professional educators. Statistical procedures employed in the study included the tally and the related t-test. Conclusions: In light of the data generated from this study, the following conclusions seem appropriate: 1. Student teachers were of the opinion that they should possess a basic understanding in ninety-one of the one hundred competencies included in the instrument. 2. Cooperating teachers were of the opinion that student teachers should possess a basic understanding in ninety-six of the one hundred competencies included in the instrument. 3. Professional educators were of the opinion that student teachers should possess a basic understanding in ninety-four of the one hundred competencies included in the instrument. 4. In the composite opinion of all three groups of respondents, all secondary student teachers should possess a basic understanding in ninety-six of the one hundred competencies included in the instrument. 5. Student teachers believed they were adequately prepared in one of the one hundred competencies; inadequately prepared in ninety-nine competencies. 6. Cooperating teachers believed student teachers were adequately prepared in none of the one hundred competencies; somewhat prepared in thirty competencies; inadequately prepared in seventy competencies. 7. In the composite opinion of student teachers and cooperating teachers, student teachers were inadequately prepared in all one hundred competencies. 8. Student teachers and cooperating teachers do not differ significantly with respect to competencies student teachers should possess prior to the clinical experience, or with respect to how adequately prepared student teachers were in these one hundred competencies prior to the clinical experience

World War I and its Lasting Political, Emotional, and Educational Effects on Women

This thesis navigates the political, emotional, and educational effects of World War I on middle- and upper-class British Women. Through this research, it becomes evident that the war created an opportunity for women to achieve suffrage through their political participation. Similarly, this thesis shows how the war emotionally impacted the wealthier women of Great Britain as they fulfilled different jobs for their emotional benefit as well as the wholistic benefit of society. Lastly, this research demonstrates the lasting educational impacts the war had on the women of the time, particularly as it relates to the university level. The information discussed in this research is based on the analysis of documents that show the political involvement of Women during the period of the Great War as well as the writings produced throughout this time. Vera Brittain’s Testament of Youth is a key memoir that reveals personal testimony from a woman active in this period and encounters many of the subjects covered in this research. Primary sources found through the British Newspaper Archives were also used to demonstrate first-hand accounts of the experiences of Women as a result of the war

An Investigation of Behavior Problems of Children With Down Syndrome and Their Relationship to Life Events.

Behavior problems of 44 children with Down Syndrome between the ages of 6 and 15 and 44 controls without mental retardation matched for age, sex and socioeconomic status were compared by means of mother and teacher ratings. Ratings from both sources indicated that children with Down Syndrome had more behavior problems, in particular attention deficit, noncompliance, thought disorder and social withdrawal. Thirty one percent of these children were identified by mothers as having a significant behavior problem compared with 58% of those rated by teachers. In both cases, Down Syndrome behavior problem prevalence exceeded that for controls by a three to one margin. Negative life events from the past year were significantly associated with mother but not teacher ratings of Down Syndrome behavior problems. No significant interaction between Down Syndrome and negative life events was identified. For the entire sample, negative life events proved to be as strongly associated with behavior problems as adaptive behavior level on the basis of mother ratings, but less strongly associated with behavior problems than adaptive behavior on the basis of teacher ratings. Implications of the results for developmental disability and life events research are discussed

Being Black While Leading: A Mixed Methods Study Of Black Administrators\u27 Experiences In U.S. Public Schools

This transformative explanatory sequential mixed methods design study framed by the theories of Critical Race Theory and Community Cultural Wealth used a survey and semi-structured interviews to explore the experiences of Black administrators in PK-12 public schools in the United States. Within the first, quantitative, phase of the study participants completed a survey that collected demographic data and responses related to the six forms of cultural capital via Likert Scale style and opened ended questions. There were 65 responses, with 42 (N = 42) of the responses being complete. In the second, qualitative, phase of the study two participants were interviewed to gather data related to their experiences as Black administrators. The study found participants were able to use cultural capital to navigate barriers encountered during their attempts to create culturally responsive practices and policies. Black administrators are competent, servant leaders who are driven to persevere to create equitable experiences for Black, Indigenous and Latinx students. Professional development related to cultural competence and culturally responsive teaching practices and policies must take priority and systemic racist and biased policies that exist in public schools in the United States must be addressed. An increase in the number of Black administrators who are able to form relationships with Black, Indigenous and Latinx students based on shared lived experiences will increase the likelihood of students’ success through the implementation of culturally responsive practices and policies

Curriculum Inferences for Secondary School Teachers in Population Education Within the School System of Thailand

During the 1970\u27s educational leaders in Thailand worked towards a plan to adopt population education at all levels in the educational system. At the time of this study, population education had been integrated into almost every level within the school system. Providing courses in population education at all school levels had increased the need for population teachers and instructional materials. The purposes of this study were: (1) to draw inferences about the suitability of contemporary population education teacher programs in Thailand for providing qualified teachers for secondary schools; (2) to provide basic information helpful in establishing programs in keeping with the educational needs of Thai secondary school teachers who would participate in population education. Specifically, the findings of this study should be useful in assisting those concerned with curriculum development in teacher training colleges and those engaged in teaching prospective teachers to determine more accurately the nature, scope, and organization of population education. (3) Finally, the population education curriculum guide would be developed as a curriculum resource for Thai secondary school teachers who would be teaching the course. A set of questions was developed, and specialists in the field of population education and family planning were asked to respond. Inferences for a population education program were drawn, based on the data received from the survey of specialists. The findings indicated that there were three tasks in developing a training program for population education teachers. These tasks focused on the curriculum areas needed in the population education program in Thailand at the time of the study. The activities that needed to be accomplished consisted of setting purposes and defining objectives, selecting and organizing learning experiences, and the internship. Based on the findings, the curriculum guide for secondary school population education teachers in the school system of Thailand was developed

Perceived causes of ethnic disproportionality in special education: consideration of factors for the purpose of professional development

The issue of ethnic disproportionality in special education has been a focus of much research. The purpose of the present study is to add to the current dialogue regarding the perceived causes of the disproportionate numbers of African-American students in both the mild to moderate intellectual disability and behavioral/emotional disability categories. For the current research, 424 Exceptional Children's Services (EC) directors, general education teachers, special education teachers, and school psychologists were randomly selected from 20 counties across North Carolina and asked to complete an online survey regarding what they perceive to be the primary cause(s) of ethnic disproportionality within the aforementioned disability categories. Additionally, the influence of cultural competency training on the primary cause endorsed was also examined. Results of the current research suggest that the perceptions of the 103 school personnel, who completed the survey, regarding the primary cause of ethnic disproportionality in special education are not as disparate as was originally hypothesized indicating factors related to student and family characteristics. In addition, results also suggest that cultural competency training did not have the effect on the primary cause endorsed as was initially hypothesized. Given the current results, factors for professional development and training are considered as a means of decreasing the ethnic disproportionality that currently exists within school systems

Gender-Specific Mentorship for Collegiate Female Band Directors

The purpose of this study was to provide insight on the impact of gender-specific role models and mentorship for aspiring female collegiate wind band conductors. The areas of focus included methods of impactful mentorship, identifying role models, and potential improvements for the wind band field. This research project was approved for an IRB exemption by the Old Dominion University College of Arts and Letters Human Subjects Review Committee. The subjects in this study were separated into two groups. Those that completed Survey A were either female collegiate/university band conductors, current music education or conducting graduate students, or former music education or conducting graduate students (N = 97). Those that completed Survey B were female undergraduate instrumental music education students (N = 93). The subjects completed a survey created in Qualtrics that included an informed consent statement. Two surveys were used to accurately reflect the differences in the level of experience of wind band conductors. The survey questions addressed impactful methods of mentorship, identification of mentors, preferred gender of mentors, the importance of mentorship, potential improvements to the wind band field, and existing perceptions of the wind band conducting field. The Survey B subjects reported their likelihood to pursue graduate studies and careers at the collegiate level, while Survey A subjects reflected on the potential influence of their gender in their experiences conducting collegiate level bands. The data were analyzed using statistical mean, mode, and standard deviation, and through the use of thematic category tables. The results from this study were compared to Elizabeth Grant’s (2000) study on gender-specific mentorship. The results indicate that mentorship is viewed as important for aspiring wind band conductors, with a variety of responses focused on the type of mentor and the method of impactful mentorship. Additionally, the results demonstrate a male-dominated perception of the wind band conductor field, with subjects from Survey A and Survey B reporting fewer female mentors and previous female teachers in their experiences. The comparisons demonstrate the potential implications of gender-specific mentorship and the potential present-day gender inequities in the wind band community that may impact aspiring female wind band conductors

How do you do Your Rage? : A Qualitative Investigation Into Contemporary Women\u27s Experience of Their Rage

Feminist researchers investigate women’s lives. This project is looking at a tiny thread embedded in a small section in the huge fabric of women\u27s lives. The section is women’s capacity for violence, and the thread within it is women’s rage. This is a qualitative study of contemporary women experiencing and expressing their anger and rage. Discussions of violence within feminist literature have been largely restricted to accounts of male violence against women and children, and may have inadvertently endorsed the mainstream construction of femininity, which perceives rage in women to be an inappropriate emotion. In this project, I argue that contemporary women do indeed experience anger and rage, and that these emotions need to be honoured and validated. The questions I seek to answer are about contemporary women’s expression of these emotions. Do they express rage often, or sometimes, or never, or just keep it inside, relegating it to the shadow? Do they direct their rage towards others, or do they direct it towards themselves? Do they do both? Does rage vary over a lifetime? Is women’s rage linked to women’s oppression? How do contemporary women experience oppression? Do they have bodily symptoms associated with rage? Is there indeed a link between women· s rage and women’s violence? Is there frequently a link between women’s rage and violence against women? Is an outburst of rage spontaneous, or is it the culmination of a slow, smouldering process? Finally, are there ways of expressing rage creatively? Seeking answers to these questions, the study explores similarities and differences in the ways a small number of women in the community encounter their rage. The case stories of six women who participated in in-depth, semi-structured Interviews, together with a review of relevant literature, form the basis for this project. It is hoped it will raise awareness of women\u27s angry and violent feelings and that we might call their dark side, and ultimately, contribute to an exploration of the much larger field of women\u27s violence. This may in tum enable women to accept their own capacity for violent behaviour. In addition, this small sample illustrating that women with similar backgrounds do not necessarily share similar experiences of rage aims to contribute to current feminist theoretical debates about difference

Influences on outdoor education teachers\u27 content selection

This study sought to identify what teachers perceive to be the major factors influencing their selection of content in outdoor education formal curricula in two Western Australian government senior high schools. The study uses comparative and descriptive measures, including a documentary analysis comparing Ministry of Education and school formal curricula. This analysis initially identified discrepancies with content selection, prompting the investigation, through interviewing, of teachers\u27 perceptions of their causes. From the perceptions investigated, five categories of factors were identified: Time, cost; expertise; needs; and resources. These categories were integrated to form a substantive theory for influences on content selection by outdoor education teachers