A Study of the Elements for Effective Implementation of a Full-Day Kindergarten Program at Armstrong-Ellis Grade School

This study was conducted to determine the effective elements needed to implement a full-day kindergarten program at Armstrong-Ellis Grade School, a rural district located in northwestern Vermilion County. It was designed by first looking at how to implement change in a system. After the steps for change were determined, the elements for effective implementation were incorporated into the change process. These elements were established by analyzing the related literature and research. It was determined that to introduce change within a system a three-step process was needed. These steps are mobilization, implementation, and institutionalization. All three steps are examined in the review of the literature and research and are considered integral components of the change process. The first step, mobilization, is relevant to information to answer the objective of this study which is: What elements are necessary in a full-day kindergarten program that are likely to enhance effective implementation in its initial year? The mobilization process includes several key elements necessary for implementation These elements are (a) identifying the need for change, (b) marshaling support, (c) assessing the political climate, and (d) developing strategies for implementation. Developing strategies for implementation was divided into developing a systematic philosophy and addressing administrative issues. A step-by-step process was given for each of the elements in the mobilization process. One conclusion made was the selection of the study committee would need to be diverse and would need to present a final report looking at the impact of implementing a full-day program. Another conclusion was the need to update the current curriculum in order to provide a stronger program. Other key elements to consider when implementing a full-day kindergarten program were (a) staff consideration, (b) room location, (c) health and nutritional issues, (d) cost analysis, and (e) staff development plan. Armstrong-Ellis Grade School needs to consider implementing a full-day kindergarten program to help strengthen the total educational system. As this process is put into effect, Armstrong-Ellis Grade School will also need to continue to analyze the other two steps as each are completed. Finally, other practitioners may want to further study these two other components of the change process

A Study of the Elements for Effective Implementation of a Full-Day Kindergarten Program at Armstrong-Ellis Grade School

This study was conducted to determine the effective elements needed to implement a full-day kindergarten program at Armstrong-Ellis Grade School, a rural district located in northwestern Vermilion County. It was designed by first looking at how to implement change in a system. After the steps for change were determined, the elements for effective implementation were incorporated into the change process. These elements were established by analyzing the related literature and research. It was determined that to introduce change within a system a three-step process was needed. These steps are mobilization, implementation, and institutionalization. All three steps are examined in the review of the literature and research and are considered integral components of the change process. The first step, mobilization, is relevant to information to answer the objective of this study which is: What elements are necessary in a full-day kindergarten program that are likely to enhance effective implementation in its initial year? The mobilization process includes several key elements necessary for implementation These elements are (a) identifying the need for change, (b) marshaling support, (c) assessing the political climate, and (d) developing strategies for implementation. Developing strategies for implementation was divided into developing a systematic philosophy and addressing administrative issues. A step-by-step process was given for each of the elements in the mobilization process. One conclusion made was the selection of the study committee would need to be diverse and would need to present a final report looking at the impact of implementing a full-day program. Another conclusion was the need to update the current curriculum in order to provide a stronger program. Other key elements to consider when implementing a full-day kindergarten program were (a) staff consideration, (b) room location, (c) health and nutritional issues, (d) cost analysis, and (e) staff development plan. Armstrong-Ellis Grade School needs to consider implementing a full-day kindergarten program to help strengthen the total educational system. As this process is put into effect, Armstrong-Ellis Grade School will also need to continue to analyze the other two steps as each are completed. Finally, other practitioners may want to further study these two other components of the change process

Mechanisms of Observed Neuroprotection of Dopaminergic Neurons in Wallerian Degeneration Slow (WldS) Mice

An emerging hypothesis in Parkinson\u27s disease: PD) is that dopaminergic: DA) neurons degenerate through a dying back axonopathy wherein degeneration begins in the distal axon and progresses over time towards the cell body. Impaired axonal transport also appears to play an early, pivotal role in PD. Thus processes that delay axonal transport dysfunction and/or axonal degeneration might slow PD progression. Previously, we and others have found that the WldS mouse mutant: Wallerian degeneration-slow ), which exhibits delayed axonal degeneration after peripheral axonopathy, also protects DA terminal fields from the PD-mimetics 1-methyl-4-phenyl-1,2,3,6-tetrahydropyridine: MPTP) and 6-hydroxydopamine: 6-OHDA) in vivo. To understand the mechanisms underlying WldS-mediated axonal protection, we tested whether WldS rescued DA neurons in vitro after treatment with either MPP+, the active component of MPTP, or 6-OHDA. WldS, but not its component parts, UbE4b and Nmnat1, robustly rescued neurites in dissociated DA cultures following either MPP+ or 6-OHDA treatment. To extend these results, compartmented chambers were developed such that axons could be segregated from cell bodies and dendrites. Using these devices, we found that MPP+ impaired mitochondrial, but not synaptic vesicle transport, in DA axons and that WldS rescued MPP+-mediated impairment of mitochondrial transport in DA axons. Mechanistically, this appears to be due to WldS-mediated protection from toxin-induced loss of mitochondrial membrane potential. These results extend WldS protection to CNS DA neurons and suggest that WldS confers a gain-of-function phenotype that attenuates mitochondrial dysfunction. This study, together with the large amount of evidence suggesting PD is associated with axonal dying-back , also underscores the necessity of developing therapeutics aimed at axons as well as cell bodies so as to preserve circuitry and function

The Relationship Between Number Work And First Grade Children\u27s Social Development

Education has for Its aim learning how to live, and children have to be taught how to live. They have to be taught the why of real living. Teaching must be effective if adjustments are to be adequately made and the learner is to become a well-adjusted personality. There must be ways and means in teaching numbers which will contribute meaning and vitality to social and effective living. It should be the desire of each teacher of our future citizens, to keep in touch with the modem trends in education and experiment with the use of various methods with a view of Improving classroom instruction. It is very necessary for the teacher to take advantage of all opportunities that may arise that will help to make the work meaningful to the child and to use the pupil\u27s own experiences to the greatest extent. Teachers are discovering that children appreciate learnings they can relate to themselves, to their own concern, and to their own activities. It is the duty of teachers to help the child see numbers as a functional aspect in his life, that which he cannot get along without. The child should be taught and learn to understand that addition and subtraction will be an advantage in solving personal problems in life. It is important that the teacher understands how the child learns and what his capabilities are in the different stages of his intellectual development. Experience plays a great part in learning. An experience has meaning only in terms of previous understandings. The skillful teacher builds her program and her activities upon this foundation. Everyday activities which are concerned with quantitative aspects of the child1® own environment will become an integral part of the curriculum. Through these activities, the child say develop naturally consistently. Stokes states that effective teaching results when the meaning of number and number relations are placed in the foreground. Vital experience which the child can relate to himself offer the basis for the most productive action. Number is a functional objective in the life of each child. If the child is lead to see this, he profits by effective teaching and is well on his way toward a state of well-being so far as number learning is concerned

Magistra Doctissima: Essays in Honor of Bonnie Wheeler

The editors of this volume use its title to honor Bonnie Wheeler for her many scholarly achievements and to celebrate her wide-ranging contributions to medieval studies in the United States. There are sections on Old and Middle English Literature, Arthuriana Then and Now, Joan of Arc Then and Now, Nuns and Spirituality, and Royal Women. As the editors note in the introduction, the volume confirms Bonnie\u27s commitment to the multidisciplinary study of the Middle Ages and affirms her conviction that the medieval and the modern are best viewed not as \u27the past\u27 and \u27the present\u27 but as interpenetrative categories.https://scholarworks.wmich.edu/mip_fopl/1000/thumbnail.jp

Glimmerglass Volume 51 Number 06 (1991)

Official Student Newspaper Issue is 8 pages long

Glimmerglass Volume 51 Number 11 (1992)

Official Student Newspaper Issue is 10 pages long

Glimmerglass Volume 51 Number 03 (1991)

Official Student Newspaper Issue is 8 pages long

Glimmerglass Volume 51 Number 08 (1992)

Official Student Newspaper Issue is 8 pages long

Glimmerglass Volume 51 Number 10 (1992)

Official Student Newspaper Issue is 4 pages long