I\u27ll Have the Usual: Mount Monadnock Always Delivers

A woman who knows Mount Monadnock as well as her own shoes celebrates the familiar

Archaeological Geophysics, Excavation, and Ethnographic Approaches Toward a Deeper Understanding of an Eighteenth Century Wichita Site

This research exemplifies a multidirectional approach to an archaeological interpretation of an eighteenth century Wichita village and fortification located on the Red River bordering Oklahoma and Texas. A battle that is believed to have occurred at the Longest site (34JF1) in 1759 between Spanish colonials and a confederation of Native Americans led to several Spanish primary documents describing the people that lived there, the fortification and surrounding village, and of course the battle itself. Investigation of the Longest site (34JF1) in Oklahoma presents a remarkable opportunity to combine extensive historical research, archaeological prospecting using geophysics, and traditional excavation techniques in order to gain a more complete understanding of this important archaeological site. The fortification at the Longest site, as well as possible associated structures and cultural features, were relocated using magnetometry, ground-penetrating radar, and electrical resistivity methods. Then, previously translated historical documents provided valuable insights in the interpretation of the geophysical data. Finally, archaeological excavation permitted validation of the interpretations and identification of features described in the historical accounts. As interpreted in the geophysical data and excavations, the construction of the fortification and associated interior subterranean rooms suggests that it is indeed the fortification involved in the altercation between the Taovayas and the Spanish in 1759

Beyong bullying: a holistic exploration of the organizational toxicity phenomenon

A toxic organization is characterized by a narrow focus on bottom line profits and malicious or abusive behaviors go unnoticed or undisciplined (Kusy & Holloway, 2009; Macklem, 2005). It produces a toxic work environment where employees suffer emotional pain generated from damaging behaviors (Samuel, 2010). While some degree of toxicity is unavoidable, the unrelieved intensity of pressures over a prolonged period of time tends to wear people down (Bacal, 2000; Samuel, 2010) Much of the academic and popular literature addressing organizational toxicity focuses on bullying and dysfunctional behavior. This research shows that harmful behaviors are symptomatic of more complex systemic problems. The purpose of this study was to uncover the organizational antecedents of toxicity using Bolman and Deal\u27s (2008) Four-Frame Model of holistic analysis addressing the role that structure, human resources management, political systems, and organizational culture in creating or perpetuating organizational toxicity. The study was guided by 4 research questions: 1. What role, if any, does the Structural Frame play in creating or perpetuating organizational toxicity? 2. What role, if any, does the Human Resources Frame play in creating or perpetuating organizational toxicity? 3. What role, if any, does the Political Frame play in creating or perpetuating organizational toxicity? 4. What role, if any, does the Cultural Frame play in creating or perpetuating organizational toxicity? The researcher used a phenomenological methodology and purposeful sampling strategy. Fifteen working professionals were interviewed to share stories of their experiences working in a toxic organization. Data extracted from the stories were synthesized through a holistic framework to identify the systemic sources of toxicity. The results revealed dysfunctions with organizational hierarchies, strategies, goals, policies, rules, standards, technology; failures in human resources management and political power sources; and the impact of leadership, values, and norms on organizational culture. These dysfunctions culminate in a toxic work environment. This study was intended to provide leaders, students, and victims of toxicity with information for early and accurate identification of organizational toxicity. It concludes with suggestions for understanding the organizational antecedents of toxicity and provides a strategy for managing within, and emotional release from, the toxic work environment

Analytical Flood Risk Models for First Responder Use: Obstruction Detection and Risk Assessment

The objective of this project is to develop and test two qualitative flood risk models for use in first responder and planning roles. The first, the Obstruction Detection Model (ODM), uses Light Detection and Ranging (LiDAR) derived Digital Elevation Models (DEMs) and a slope analysis to detect changes in the free surface of the water that might indicate the presence of a sub-surface obstruction. The product of the ODM can be used as a guide for field inspection, as well as an input scenario for the Risk Assessment Model (RAM). The RAM is the second model developed and serves to create an output product that displays the risk factor of each given parcel in order to help prioritize first responder efforts, as well as planning and mitigation efforts when used as a scenario generation tool. The RAM incorporates various vector data comprised of parcels, Monroe County Critical Infrastructure (CIKR), population, and assessed value in order to generate the Risk Factor. A third model, the Flood Extent Generator (FEG), uses an input scenario from the ODM to generate vector flood extents rapidly. These extents are used with the RAM to create a map that displays the Risk Factor in the flooded parcels. The ODM appears to pick up riverine obstructions in the various river reaches tested within New York State. The FEG flood extents have 15% spatial agreement when constrained to Monroe County and 32% when constrained upriver of the Ford Street Bridge obstruction. The over-estimated flood extents lead to the RAM over-predicting populations and infrastructure at risk. Model results, when compared to the more complex Hazus model, suggest that the simplified approach presented needs additional predictor variables or data pre-processing to improve accuracy of each model component

S.O.J.: A biography of Sarah Orne Jewett.

Thesis (M.A.)--Boston University, 193

Standards-Based Portfolio Assessment: How To Unveil What Students Authentically Understand

Portfolio Assessment is a form of testing students’ knowledge, skills and understandings that is credited as an accurate measure for teachers to identify the nature and levels of student literacy. Such assessment helps teachers to have a heightened awareness of the level of students’ degree of learning. Teachers can better align their instructional strategies to best support the various students’ learning styles and natural differentiation of learning occurs within the classroom. An additional benefit is that Portfolio Assessment increases reflection opportunities for both students and teachers. There is an increase in learner agency in which students take a greater sense of ownership about their own learning. Student responsibility increases when they are held to a higher level of accountability. This study focused on the use of Portfolio Assessment by high school social studies teachers. This study was inspired by the problem of misalignment of curriculum, instruction, and state testing and how that misalignment contributes to the persistence of the achievement gap. This study builds in part on the work of Polikoff, Porter, and Smithson (2011), who argued that 17% - 27% of the content on state assessments are not aligned to the content described by the state standards. Archival data contained in a statewide pilot portfolio assessments were examined and teachers’ perceptions about the benefits and challenges of portfolio assessment were documented. The findings presented in this study indicate that the more complex and somewhat unique methods of Portfolio Assessment are grounded in research about learning and assessment. Documentation of students’ and teachers’ experience using the portfolio assessment framework was triangulated through the collection of data. Portfolio assessments provide evidence of students’ conceptual understandings as documented in the feedback collected during the teacher interviews. The purposeful sample of teachers described Portfolio Assessments as a more comprehensive and more formative assessment model. The Portfolio Assessment structure requires comprehensive analysis of student learning and informs teachers whether and to what degree students can demonstrate and apply Social Studies concepts, providing them strategies to be active, informed citizens after leaving high school

Dual-Adaptive Camouflage for The HyperStealth Corperation

Dual-Adaptive Camouflage, though still a concept that I\u27ve had for 28 years, seems to me, more promising that the bulk and brain power and needed energy supply of a computer-driven network of optical electronic harnesses that would be the basis for any suit that proclaims to render its wearer invisible