Implications for early interventionists: Cross-cultural and low-income family differences

This study examined the existing literature on current early intervention processes for children who are deaf or hard of hearing who are from low-income or minority families. The review of literature includes a framework of understanding the dynamics of low-income households and cultural differences among African Americans, Latin Americans, and American Indians

Lithic Analysis of an Early Archaic Assemblage on the Great Plains: The Spring Creek Site (25FT31)

Early Archaic sites on the Great Plains are few in number and often little studied and poorly reported, as they are almost always found via salvage or compliance archaeology. Of those Early Archaic sites that have been studied, rarely has the recovered debitage been analyzed in detail nor have tools been fully evaluated for use-wear. This thesis describes the lithic assemblage from the Spring Creek (25FT31) site located in southwestern Nebraska. As one of two important early sites in the state, detailed lithic analysis will complement the thorough analysis of faunal remains conducted in the 2000s. This thesis presents the methods used to complete debitage and tool analyses including use-wear analysis. By using lithic analysis along with fauna analysis, archaeologists can gain better understanding of the relationship of the resources procured by Early Archaic hunter-gatherers on the Great Plains landscape. Advisor: Phil R. Gei

Danish connections 1000 – 1066: an archaeological perspective

This study concerns the connections of Denmark with the rest of Scandinavia and abroad in the period from 1000 to I066. A brief review of the non-archaeological evidence is provided in Chapters 1-3, but the bulk of the thesis, looks at the archaeological evidence (Chapters 4-9). Special attention is paid to England which for much of this period was politically united with Denmark. Throughout the work the limitations of the evidence both archaeological and non-archaeological are stressed, before any synthesis of general trends and. their nature is attempted

Retrospective self-analysis of the elementary teacher preparation program of first and fifth year teachers

The current study utilized the retrospective face-to-face interview from first and fifth year full-time elementary teachers to glean information which would provide programmatic direction for elementary teacher education preparation programs in five areas: classroom management, peer relationships, parent-teacher relationships, evaluating student achievement and diagnosing learning problems;Research results suggest that first and fifth year teachers perceived they were not well enough prepared at the undergraduate level in classroom management, parent-teacher relationships, evaluating student achievement and diagnosing learning problems and provided suggestions for improvement to redesign the undergraduate teacher education preparation program in the four areas previously listed;Both first and fifth year teacher respondents cited additional field experiences as a necessary component at the undergraduate level as well as teaching more specific strategies and skills during their academic preparation in the areas of classroom management, parent-teacher relationships, evaluating student achievement, and diagnosing learning problems;Both first and fifth year teacher respondents perceived actual classroom experience as the main vehicle for learning about classroom management, parent-teacher relationships, evaluating student achievement, and diagnosing learning problems. Fifth year teacher respondents perceived they were less anxious and more confident in the four areas listed above as they progressed from their first year of teaching to their fifth year;Although respondents perceived their preparation in peer relationships as adequate, they stated that peer relationship skills were acquired prior to entering college and were part of one\u27s personality which could not be taught at the undergraduate level

Digital ethics in practice: implementing ethical principles to guide participatory use of videorecorded instrumental and vocal lessons in higher music education

In this study we reflect sustainable and responsible use of digital content in instrumental and vocal pedagogy. The aim of this contribution is to raise awareness of ethical principles toward responsible use of videography in instrumental and vocal (higher) teacher education and professional teachers’ development. Finally, our aim is to provide pedagogical recommendations for teachers in the ethically justifiable use of videorecorded instrumental and vocal lessons. We take into account the perspective and feelings of all stakeholders, as well as ambiguity, complexity and diversity in data interpretation

Facilitating collaborative professional development among instrumental and vocal teachers: a qualitative study with an Austrian Music School

This case study provides an in-depth investigation in a professional development project about facilitating collaborative reflection. This was led by a research team from the university with 13 instrumental music teachers from one music school in Styria (Austria) during 2019–2021 (including the initial COVID-19 pandemic). Research questions considered (1) the participants’ descriptions of the collaborative professional development, (2) participants’ uses of reflection tools and indications of their identification with workshop interventions, as well as factors responsible for the outcomes from the reflection tools; and (3) ways participants’ thinking and attitudes may have developed through the workshops, how they defined themselves as a group (if they did), and how they might have gained trust in one another. Inspired by the design-based research approach, practitioners and researchers worked closely together to enhance teaching and learning implementing interventions with collaborative reflections tools. While the first phase (11 workshops) was primarily led by the project-team, the second phase (7 workshops) was participant-led. Data included focus groups and discussion transcriptions from 18 workshops. The impetus of the study included the role of the director and the participants dealing with the interventions, and finally the participants’ descriptions of their experiences in the professionalization process. Literature included collaborative professional development, community of practice, learning communities, self-determined learning, reflective practice, and ethical considerations. Data were analyzed based on thematic analysis and gave rise to five following themes: forming group cohesion, inspiring and appreciating collaboration, bridging theory and practice, identifying deeper thinking and teachers as learners, addressing challenges and potentials during the COVID-19 pandemic, and finally finding the music school’s own identity and sense of importance. Findings highlight the importance of establishing meaningful collaborative reflection through appreciative communication and an atmosphere of trust and respect. To be able to make change in and with an institution, leadership members must be engaged as collaborative stakeholders on an eye-level; collaborative professional development can be used as a resource toward rethinking and reworking the identity of one’s music school and of teaching and learning. Institutions should provide space and continuity for such development. Finally, the study highlights that a collaborative reflective approach can contribute to professional and social growth

Prey Coat Color Selection and Bioenergetics of Captive Screech Owls

Author Institution: The Institute of Environmental Sciences and Department of Zoology, Miami Universit

Deformation of continental lithosphere : studies in the Ural mountains, the Adriatic region, and the western United States

Thesis (Ph. D.)--Massachusetts Institute of Technology, Dept. of Earth, Atmospheric, and Planetary Sciences, 1989.Includes bibliographical references.by Sarah Elizabeth Kruse.Ph.D

The Journal of BSN Honors Research, Volume 7, Issue 1, Summer 2014

Papers submitted to the University of Kansas School of Nursing in partial fulfillment of the requirements for the Nursing Honors Program.The University of Kansas School of Nursing Bachelor of Science Nursing Honors Progra

Disk-Jet Connection in the Radio Galaxy 3C 120

We present the results of extensive multi-frequency monitoring of the radio galaxy 3C 120 between 2002 and 2007 at X-ray, optical, and radio wave bands, as well as imaging with the Very Long Baseline Array (VLBA). Over the 5 yr of observation, significant dips in the X-ray light curve are followed by ejections of bright superluminal knots in the VLBA images. Consistent with this, the X-ray flux and 37 GHz flux are anti-correlated with X-ray leading the radio variations. This implies that, in this radio galaxy, the radiative state of accretion disk plus corona system, where the X-rays are produced, has a direct effect on the events in the jet, where the radio emission originates. The X-ray power spectral density of 3C 120 shows a break, with steeper slope at shorter timescale and the break timescale is commensurate with the mass of the central black hole based on observations of Seyfert galaxies and black hole X-ray binaries. These findings provide support for the paradigm that black hole X-ray binaries and active galactic nuclei are fundamentally similar systems, with characteristic time and size scales linearly proportional to the mass of the central black hole. The X-ray and optical variations are strongly correlated in 3C 120, which implies that the optical emission in this object arises from the same general region as the X-rays, i.e., in the accretion disk-corona system. We numerically model multi-wavelength light curves of 3C 120 from such a system with the optical-UV emission produced in the disk and the X-rays generated by scattering of thermal photons by hot electrons in the corona. From the comparison of the temporal properties of the model light curves to that of the observed variability, we constrain the physical size of the corona and the distances of the emitting regions from the central BH.Comment: Accepted for publication in the Astrophysical Journal. 28 pages, 21 figures, 2 table