Your place, my place, interface

This publication is the output of 2001 School of Communications and Multimedia post-graduate cohort. For many of us this is the first time our own work will be seen beyond the assignment or the essay destined for the tutor. For students from the interactive multimedia and film and video streams communicating in the written word without the assistance of pictures and electrical gadgetry can be a frightening experience. Further, most us of had little experience in creating or simulating an academic journal with all that it entails. Still, with assistance of our publications unit coordinator Lelia Green we soldiered on. Given that nearly half of us came from the interactive multimedia stream one of the big questions asked was whether we published on-line or on paper? Nostalgia emerged victorious and hence our journal is something you can put on the shelf

Honors in Practice, Volume 2 (complete issue)

TABLE OF CONTENTS Editorial Policy Submission Guidelines Dedication to Ted Estess Editor’s Introduction-- Ada Long HONORS DESIGNS Honors in Chile: New Engagements in the Higher Education System-- Juan Carlos Skewes, Carlos Alberto Cioce Sampaio, and Frederick J. Conway Dominican University of California’s Honors Program and its Relation to University Heritage and Mission-- Jayati Ghosh, M. Patricia Dougherty, and Kenneth Porada HONORS INITIATIVES Community Beyond Honors: Butler University’s Community Fellows Program Margaret Brabant and Anne M. Wilson Leadership in Scholarship Program Matthew L. Smith and Jason C. Vallee How to Develop and Promote an Undergraduate Research Day Michael K. Cundall Jr An Honors Pilot Course: Cross-Cultural Service and Inquiry-Based Learning in Mérida, Mexico Theresa A. Minick and Victoria Bocchicchio HONORS STRATEGIES They Filched Our Program! How to Turn That into a Good Thing Anne M. Wilson and Melissa Ludwa. Fun and Games of Teaching: Simulations in a Social Problems Course Lisa New Freeland Using Peer Review in Honors Courses Jeffrey R. Stowell HONORS INSTITUTE Overview of the NCHC Faculty Institute in Miami and the Everglades Peter Machonis “You’re Not Typical Professors, Are You?”: Reflections on the NCHC Faculty Institute in Miami and the Everglades Joy Ochs HONORS SYLLABI Cultural Enrichment: Finding Where You Fit, Exploring Individuality and Community (1-hour introductory course) Leslie Hahn and Jim Rogers East Meets West (interdisciplinary) Eliza Glaze and Philip Whalen Great Questions That Have Changed the World (science) Dave Pruett The Legacy of Ancient Technology (social science) Troy R. Lovata Science and Writing (interdisciplinary) John C. Charpie and Michael Shea Writing and American Rhetoric (humanities)Bebe Nickolai About the Authors NCHC Publication Order Form

Art Informing Science Education: The Potential Contributions of Ornithological Illustration to Ecology Education

Birds serve as an excellent group of organisms from which to introduce the study of ecology, being of inherent aesthetic interest to many otherwise uninterested in science, and are also ubiquitous in the immediate environment of many students. By extension, images of birds might serve as a valuable resource for the ecology educator, and bird artists – as a subset of ecologists - might provide useful models for expertise in ecology. This study examines the potential contributions of bird artists and bird art to education in ecology at the high school and college level. Eight contemporary bird artists were interviewed in depth to provide a multiple case study for the development of expertise in field ornithology as a subspecialty of ecology. Forty narrative bird paintings and forty sets of plates from popular field guides to birds were analyzed for their potential classroom use. Twenty-five ecological concepts were identified within the sample of bird art examined, all of which are recommended for inclusion in the ecology curriculum. Additionally, images of birds were found to have considerable potential for illustrating and teaching the history and nature of science

Oikophilia: Relationships Among Life, Human Life, And Place in School Communities And Their Expressions in Curriculum

This naturalistic, non-experimental inquiry explored relationships among life, human life, and place in school communities along with their expressions in school curriculum. I used educational criticism and connoisseurship to richly describe, interpret meaning, evaluate significance, and discern thematics surrounding relationships and how those relationships were expressed in the curriculum. Postmodern ecology provided the framework for acknowledging ecological precarity and performing the critical, as in essential, work of deconstructing what harms life that could be reconstituted as nourishment. The first study question was: What relationships exist among life, human life, and place in school communities? To answer the question, ecological data collection included historical landscape changes, ecological observations outside the school building. The second research question was: How are those relationships expressed in the curriculum? To answer the question, four teachers in three suburban schools who included ecological relationships into curriculum, more-than-human life in curriculum, went outdoors with students, and/or taught interdisciplinary lessons. Initial interviews were conducted. Participant observations were bookended by pre/post interviews with teachers. Curriculum materials included planning documents, lessons, materials, and experiences. For both study questions, I maintained a field notebook and reflexive journal throughout the study. I found that ecological structure, lawns, and educational structure permeability played an important role in movement around the schoolyards and the curriculum. Teachers skillfully crafted curriculum where predetermined content met their own intentions. The resulting educational situation was fluid and cyclical. At the confluence of flows and cycles, I found that the schoolyard was an ambiguous place in the communities at large and that many lifeforms at the suburban schools. There were many relationships that existed in and around the schoolyard that were commonplace or every day. I propose a new type of curricula, the camouflage curriculum, that holds more opportunities to connect academic content to specific places. The significance of the findings was a reframed view of suburban schools. The findings supported the addition of place to Eisner’s ecology of school. The camouflage curriculum opens a portal to renewed relationships among life

Annual Research Report, 2009-2010

Annual report of collaborative research projects of Old Dominion University faculty and students in partnership with business, industry and governmenthttps://digitalcommons.odu.edu/or_researchreports/1001/thumbnail.jp

What\u27s past is prologue : our legacy - our future, 1990 National Interpreters Workshop

... the topics of the papers presented at the 1990 National Interpreters Workshop reflect a dynamic NAI membership. While firmly rooted to principles which have been developed in over a millennium, presenters show a healthy use of past knowledge as prologue to an active, vital present ...https://scholarworks.sfasu.edu/ebooks/1005/thumbnail.jp

MSUM Student Academic Conference

Minnesota State University Moorhead Student Academic Conference abstract book.https://red.mnstate.edu/sac-book/1013/thumbnail.jp

Graduate Catalog

The Georgia Southern University General Catalog is an information book and reference guide dealing with different aspects of the University - its policies, facilities, degree programs, course offerings, services, and faculty. The statements set forth in this catalog are for information purposes only and should not be construed as the basis of a contract between the student and this institution. While the provisions of the catalog will ordinarily be applied as stated, Georgia Southern University reserves the right to change any provision listed in this catalog, including but not limited to academic requirements for graduation, without actual notice to individual students. Every effort will be made to keep students advised of such changes. Information on changes will be available in the Office of the Registrar. It is especially important for each student to note that it is his/her responsibility to keep himself/herself apprised of current graduation requirements for his/her particular degree program