A place within a place: Toward new understandings on the enactment of contemporary imaginative play practices and places

This study was an intergenerational inquiry into imaginative play practices and places. Using narrative inquiry, it explored the childhood imaginative play practices and places of four families who resided in and around the suburbs of Melbourne, Australia. Each family had three generations who participated in the study; these included grandparents, parents, primary school children and pre-school children- a total of sixteen participants. Positioned within a qualitative, interpretative research paradigm, the narrative inquiry approach prompted participants’ subjective stories as socially constructed knowledge about their childhood experiences of imaginative play..

Young Enterprise: Evaluating the impact of the Team programme

This report sets out the findings of the evaluation of the Team programme conducted by the International Centre for Guidance Studies at the University in 2016. The project adopted a mixed methodology which focussed on the experiences of staff, students and business advisers in a sample of twenty schools selected from a possible 40 which are funded for the Team programme as part of the DfE Character programme. The research findings are encouraging and show that the Team programme has a positive impact on the development of the knowledge, skills and attitudes required by young people to make a successful transition to learning, work and the adult world.Young Enterpris

Where We Came From: The Arcs of J udaism in A merica

Peer Reviewedhttp://deepblue.lib.umich.edu/bitstream/2027.42/108618/1/muwo12066.pd

Domestic Violence in Appalachia with a Focus on Cabell County, WV

This study of domestic violence in Appalachia with a focus on Cabell County, West Virginia involves many aspects. The costs of domestic violence, as well as, how abused women here conceptualize the major contributors to abusive behavior in men are examined. The demographics of Cabell Co., WV are discussed. The effects of battering and violence on woman’s work and employability are examined. What I did not anticipate to find through the qualitative interviews is the absence of a honeymoon stage in Walker’s (1989) cycle of violence. Goode’s (1971) resource theory provides an influential explanation of violence in Appalachia where a lot of families lack economic resources. Force then becomes one of several resources that form the basis of the family stratification system

G.I. Jews: How WWII Changed a Generation

The Carl and Dorothy Bennett Center for Judaic Studies at Fairfield University presents… The 2007 Adolph and Ruth Schnurmacher Lecture in Judaic Studies…Featuring Dr. Deborah Dash Moore, Author, Professor of History, & Director of the Jean & Samuel Frankel Center for Judaic Studies, University of Michigan.https://digitalcommons.fairfield.edu/bennettcenter-posters/1255/thumbnail.jp

America Reads-Mississippi Future Teacher Corps: A Study of Program Completers\u27 Perception of Factors Influencing the Decision to Become and Remain Classroom Teachers

Despite the number of programs in Mississippi that focus on developing and training teachers, the State continues to face a critical teacher shortage. This non-experimental, ex-post facto, quantitative study investigated the America Reads- Mississippi (ARM) Future Teacher Corps (FTC) program, an AmeriCorps program in Mississippi with a mission to improve the reading skills of students, encourage public awareness, support literacy, and help increase the number of certified teachers in Mississippi. FTC, a sub-corps of ARM, was created in 2007 to address teacher shortages through structured community education and teacher-specific training, with the goal of increasing the number of certified teachers in Mississippi. The purpose of this study was to assess the intrinsic and extrinsic motivational factors influencing the decision of FTC completers to become licensed teachers in the state of Mississippi. In addition, intrinsic and extrinsic motivational factors, job satisfaction factors and social networks that influenced retention as perceived by FTC completers who worked for a minimum of one year were assessed while determining if a relationship existed between these factors. FTC participants who completed the program in 2009 and 2010 were the targeted population for this study. Ninety-two FTC completers were identified and contacted to participate in the study with 39 responding. Fifty-six percent, over half, (n=22) of FTC completers indicated they plan to make teaching a career and teach for longer than 15 years. Three out of four respondents (n=29; 74.3%) plan to remain in teaching more than five years. Ninety-one percent of FTC completers have remained in the classroom for at least one year. Of the 13 completers who have taught for at least two years, 12 (92%) have remained in the classroom which indicates a higher retention rate than the rates for Mississippi teachers in general. The top three reasons for becoming a teacher and remaining in the classroom for at least one year were identified as the desire to work with young people, interest in the subject matter, and the value or significance of education in society. A positive relationship was found between retention and the motivational factor never really considered anything else (r=.692, p=.001). A positive relationship also exists between retention and the motivational factor one of the few professions open to me (r=.672, p=.002). Finally the relationship between participation in Future Teacher Corps (r =.608, p=.007) was positive. Thus among FTC completers who have worked a minimum of one year, higher scores on motivation factors and social network are related to a higher number of years to continue to teach. No significant correlations were found between job satisfaction factors and retention

Magnetic Suspension and Balance Systems: A Comprehensive, Annotated Bibliography

This bibliography contains 301 entries. Results are reported of recent studies aimed at increasing the research capabilities of magnetic suspension and balance systems; e.g., increasing force and torque capability, increasing angle of attack capability, and increasing overall system reliability. The problem is addressed of scaling from the relatively small size of existing systems to much larger sizes. The purpose of the bibliography is to provide an up-to-date list of publications that might be helpful to persons interested in magnetic suspension and balance systems for use in wind tunnels. The arrangement is generally chronological by date of presentation. However, papers presented at conferences or meetings are placed under dates of presentation. The numbers assigned to many of the citations have been changed from those used in the previous bibliography. This has been done in order to allow outdated citations to be removed and some recently discovered older works to be included in their proper chronological order. Author, source, and subject indexes are included in order to increase the usefulness of this compilation

Goals of international exchange : an exploratory study of why American host families participate in international exchange programs

This thesis presents the findings of a descriptive study of goals of international exchange and how they are perceived in terms of relevance by host family participants in homestay exchange programs. The literature of international exchange was examined to identify goals as established and defined by researchers in the field. Experienced exchange coordinators, host families and others were interviewed for their suggestions of additional goals not discussed in the literature. A survey questionnaire was developed and administered to 69 host family members from Tillamook County, Oregon. They were asked to evaluate the importance and achievement of 14 literature-based and 22 non-literature-based goals represented by 43 two-part questions

Campus Collaboration to Build a Series of Information Competency Workshops

Over the past seven years Glendale Community College has developed a series of nine workshops that address the core competencies for information literacy at the College. This workshop program constitutes a unique model for delivering information competency instruction and could be adapted to any institutional setting. We have had many inquiries about how the program was developed and how it functions. We will present a session that includes a brief overview of the program, discusses the elements and collaboration important to its evolution, presents current quantitative research that indicates our level of success, and offers strategies to apply this approach to any library setting. Since the program began in 1999, there has been constant collaboration between library and instructional faculty both on a personal level as well as through participation on relevant campus committees. As a result, information competency instruction is becoming deeply integrated into the curricula of various ESL, English, and other courses on campus. As this program has evolved over several years, change has been constant and essential. We will conclude the session with a group activity that encourages participants to contemplate changes they might effect in their own instruction programs and how this model for information competency instruction might be applied to their own institutions