Practical Mining: Historical Archaeology and Practice among Island Mountain's Chinese Gold Miners

This thesis looks at an archaeological assemblage from a domestic feature on the Island Mountain site in northeastern Nevada. The site was a Chinese mining settlement active in the late 1800s until the turn of the century. While the community declined after the mining economy went bust, Chinese individuals resided there through the early Exclusion Era (1882–1943). Chinese community members found a degree of belonging in Island Mountain, at a time when naturalized citizenship was denied to Chinese people in the United States. The assemblage represents the minimalistic material culture miners relied on to inhabit the region. A practice theory informed approach looks to artifacts as characteristic of strategies miners used to find success in an industry where they became increasingly excluded. Island Mountain was an intermediary place where miners possessed greater volition than elsewhere in the American West, yet still contended with racial hierarchies of the era

Inclusive School Community: Why is it so Complex?

This paper addresses the question: why is it so hard for school communities to respond to diversity in learners, staff and parents in inclusive ways? The authors draw on theory and recent professional experience in Queensland, Australia, to offer four guiding principles that address traditional assumptions about learning that result in inequality of opportunity and outcomes for students. The authors suggest these principles to support the development of a more inclusive school community: (1) develop a learning community incorporating a critical friend; (2) value and collaborate with parents and the broader community; (3) engage students as citizens in school review and develop¬ment; and (4) support teachers’ critical engagement with inclusive ideals and practices. The authors describe how the principles can work in concert in a school community

Career motivations and interest in teaching of tertiary students taking mathematics and science subjects

Many countries face mathematics and science teacher shortages. There is a need for greater knowledge about eligible individuals’ potential interest to teach and career motivations. We explored career motivations and interest in a teaching career, among 470 tertiary mathematics and science students from four Australian universities. Students with high interest in teaching were distinguished from those with low interest, by high ‘altruistic’ motives, positive prior experiences, career progression prospects, family flexibility and working in a team. They also held more positive perceptions of the status, salary and expertise of teaching. Policy initiatives likely to attract them into teaching were identified, of which those most endorsed were jobs combining teaching with other work, increased permanency and salary, and paid study leave.</p

The Ursinus College Investment Management Company Newsletter, Fall 2021

Inside this issue: Letter from Madelynn Sorokanych \u2722 Letter from Michael Buck \u2722 At a Glance Investment Strategies Endowment at Work UCIMCO Updates Notable Trends Semester Investment Performance Endowment Outlook Stock Selection Picks Women\u27s Fund Picks Our Team Special Thanks Supporters How to Contribut