Join in the Dance: Didacticism in Jane Austen\u27s Pride and Prejudice

The importance of didacticism in Jane Austen’s Pride and Prejudice may sometimes be overlooked in an effort to be entertained by the fairy-tale essence of her work. This is unfortunate since Pride and Prejudice offers a rich critique of eighteenth-century English society, as well as heralds the beginning of a new form of novel writing. This new form of novel writing includes a vision of an autonomous heroine who exercises freedom from patriarchal society and the “marriage market.” Austen’s ironic didacticism in Pride and Prejudice highlights hypocrisy and contradiction, and in so doing, mock social expectations. It is through her ironic didacticism, play on universal belief systems, and contrasting characters that readers are provoked to inquiry about the effectiveness of rigidly held belief systems. With inquiry comes dialogue which increases knowledge and with knowledge come opportunities for learning. This is Austen’s highly didactic method

It takes a lot out of you : ethnography of secondary English teachers\u27 writing pedagogy

This study was conducted in two case-study teachers’ public middle school classrooms in south Louisiana and a survey in three public school districts. A qualitative research focus with the research design taken from work of Michael Patton’s (2002) Qualitative Research Evaluation Methods and James Spradley and David McCurdy’s (1975) Anthropology: The Cultural Perspective. The survey was developed from the work of Tourangeau, Rips, and Rasinski’s (2002) The Psychology of Survey Responses. The researcher assumed the role of participant observer for three months which resulted in two themes: first, traditional teaching methods in the teaching of writing, and secondly, teacher perceptions influence writing (composing) choices. Findings include the teachers’ modification of the Writing Process (Emig, 1971) omitting social learning aspects, pervasiveness of formula writing, teachers’ desire for professional development in the teaching of writing, and finally, teachers’ may interpret the Writing Process as writing instruction

Green Beans

This guide to eating, selecting, cooking, and storing green beans

Broccoli

This guide to eating, selecting, cooking, and storing broccoli

Whiteness In Sports

Created by Neenah Estrella-Luna\u27s Fall 2019 Sociology 110 course. Zine addresses white privilege in sports, diversity in the leagues, Colin Kaepernick, Kyle Korver, Adam Jones, and Lawrence (Larry) G. Nassar.https://digitalcommons.salemstate.edu/zines/1006/thumbnail.jp

Researching PDS Initiatives to Promote Social Justice Across the Educational System

The examples and data shared in this chapter provide evidence that our comprehensive mission to understand and impact issues of social justice and equity within education is being achieved as the PDS Partnership continues to improve K-16 teaching and learning and enhance the teaching profession across all levels of education. The major implication of our findings is that systemic reform is achievable and the outcomes can be exceptionally rewarding. Of course, such initiatives require time, continuous effort, resources, broad-based participation of all stakeholders, and a sense of need for change. Developing human capital across the educational continuum requires a commitment to providing both support (professional development) and pressure (accountability) for all participants. Individual action plans (see appendix 1), documentation logs, and peer collaborative mentoring feedback reports indicate that participants at all levels of the educational system implemented new, effective, and equitable teaching strategies when provided with support and pressure to do so. Early partnership efforts to encourage faculty to embrace an equity agenda. in the late 1990s, fell short due to a lack of accountability. When given the opportunity to choose improvement strategies, faculty members tended to implement general teaching strategies that did not require them to step out of their comfort zones (e.g., using wait time or a ticket out strategy). Later partnership efforts, starting in 2004, placed emphasis on increasing the learning outcomes for culturally and linguistically diverse students, requiring participants to complete individual action plans annually. Participants used these action plans to identify and report on specific equitable teaching strategies they were implementing in their courses. These plans were then reviewed and assessed bi-annually to track progress towards meeting identified goals. The data we have considered here indicate that within this model of support and pressure, the partnership provided continuous professional development and collaboration, giving PDS participants the tools and support they need to effect change. At the same time, participants were held accountable for implementing and reporting on the new strategies and resulting impacts. This accountability augmented their increased awareness of the need for change, which led participants to invest the time and effort needed and to assume ownership of reform initiatives. Ultimately, the PDS model served as an ideal vehicle to implement systemic change to ensure a more just and equitable education system, across the K- 12 through college continuum. The highly collaborative nature of effective PDS partnerships allowed for powerful relationships to develop and authentic learning to occur. Once partners established a collective vision to address issues of inequality within their schools and teacher education programs, there were endless opportunities to utilize the expertise across the partnership and to leverage the momentum built as participants realized the impact of their actions

UCANP: Urinary Catheter Alleviation Navigation Protocol Quality Improvement Project

Introduction: Catheter associated urinary tract infections (CAUTI) can place significant financial burden on healthcare facilities, decrease quality of care and increase length of stay. Reducing indwelling urinary catheter days reduces the risk of a CAUTI. Current practice after catheter removal includes the reinsertion of the catheter if the patient demonstrates three episodes of urinary retention that requires intermittent urinary catheterization. Intermittent urinary catheterization, when implemented appropriately, has proven to be safe and decreases risk for urinary infection. Background: Several initiatives have been introduced to decrease hospital CAUTI rates, including nursing education on appropriate urine culture collection, use of root cause analysis (RCA) tools to identify problem areas, and nurse driven removal protocols when catheters are no longer indicated. Despite some decreased catheter utilization rates, CAUTIs continued to occur. Data obtained through RCAs revealed a trend of catheter re-insertions due to urinary retention. A nurse driven pathway was developed using bladder scan and straight catheterization protocols with emphasis on not re-inserting catheters. Study Aim: By utilizing an algorithm for monitoring patients after catheter References removal, which includes routine bladder scan assessment and intermittent urinary catheterization if applicable, this study aimed to reduce the incidence of reinsertion of an indwelling catheter. Decreased re-insertion rates contribute to decreased urinary catheter utilization days and decreased risk for CAUTIs. Results: Metrics utilized to determine improvement included indwelling catheter utilization days and CAUTI count. Catheter days is defined as the number of days an indwelling catheter is in place. Each unit was compared to the previous year for the months of September, October, and November. The combined decrease of catheter days for all units was 17%, 23%, and 34% for September, October, and November, respectively. Discussion: Reducing the use of urinary catheters can reduce rates of catheter-associated urinary tract infections and their associated morbidities. Development of one standard protocol, in collaboration with urology provider input, and applying it across a variety of patient populations led to increased utilization of the protocol by the nursing staff. Improvement was also seen in nurses’ awareness and understanding of urinary retention post catheter removal and using bladder scanning and intermittent catheterization appropriately when needed. Due to the initial success of this project, the UCANP initiative is currently being implemented on additional units and will continue until all patient-care areas of the hospital are included.https://scholarlycommons.henryford.com/nursresconf2021/1006/thumbnail.jp

The Financial History of the War of 1812

The War of 1812 brought daunting financial challenges to the national government of the United States. At the onset of war, policymakers were still in the process of sifting through a developing body of American economic thought while contemplating the practicalities of banking and public finance. The young nation's wartime experience encompassed the travails of incompetent and cautious leadership, the incautious optimism that stemmed from several previous years of economic growth, the inadequacies of the banking system, and, ultimately, the temporary deterioration of the financial position of the United States. While not equivalent to great tragedy, the war did force Americans to attend to the financial infrastructure of the country and reevaluate what kinds of institutions were truly necessary. This study of the financing of the War of 1812 provides a greater understanding of how the early American economy functioned and the sources of its economic progress during that era. Financial studies have typically not been a primary focus of historians, and certainly with regard to the War of 1812, it is easy to understand a preoccupation with political and military affairs. To a large degree, however, economic realities and financial infrastructure determine a nation's capacity for growth and change as well as national strength. The War of 1812 offers a prism through which to view the tensions of economic and financial policymaking during an emergency situation and reveals an important turning point in the development of distinctly American financial ideas and institutions