Investigating the 'latent' deficit hypothesis : age at time of head injury, executive and implicit functions and behavioral insight

This study investigated the 'latent deficit' hypothesis in two groups of frontotemporal headinjured patients, those injured prior to steep morphological and corresponding functional maturational periods for frontotemporal networks (≤ age 25), and those injured >28 years. The latent deficit hypothesis proposes that early injuries produce enduring cognitive deficits manifest later in the lifespan with graver consequences for behavior than adult injuries, particularly after frontal pathology (Eslinger, Grattan, Damasio & Damasio, 1992). Implicit and executive deficits both contribute to behavioral insight after frontotemporal head injury (Barker, Andrade, Romanowski, Morton & Wasti, 2006). On the basis of morphological and behavioral data, we hypothesised that early injury would confer greater vulnerability to impairment on tasks associated with frontotemporal regions than later injury. Patients completed experimental tasks of implicit cognition, executive function measures and the DEX measure of behavioural insight (Behavioral Assessment of the Dysexecutive Syndrome: Wilson, Alderman, Burgess, Emslie, & Evans, 1996). The Early Injury group were more impaired on implicit cognition tasks compared to controls that Late Injury patients. There were no marked group differences on most executive function measures. Executive ability only contributed to behavioral awareness in the Early Injury Group. Findings showed that age at injury moderates the relationship between executive and implicit cognition and behavioral insight and that early injuries result in longstanding deficits to functions associated with frontotemporal regions partially supporting the latent deficit hypothesis

To Culture or Not to Culture: Practices Implemented by Language Immersion Teachers to Teach Culture in Language Immersion Classrooms

Bilingual education has had a resurgence in the United States since the Bilingual Education Act of 1968. Since that time the number of language immersion programs across the country has increased exponentially. Although language immersion programs are a type of bilingual education there are considerable differences in the implementation and intended outcomes. Language immersion programs ascribe to three basic goals: for students to become bi-lingual, bi-literate, and develop a degree of multicultural awareness. This study seeks to begin to explore the methods teachers use to carry out the task of developing a degree of multicultural awareness. To answer this question, video recordings of classroom observations were made and viewed with the participant during an interview. The participant was asked to talk about clips of video from the classroom observation and the responses were recorded. The recorded responses were then transcribed and analyzed through multiple layers of open coding. Findings revealed that the participant chose five plus one methods of teaching culture in her language immersion classroom: through the L2, through standalone culture lessons, through processes, through juxtaposition, through real life application, and through repetition. Additionally, the findings suggests that the participant chose the five plus one methods to teacher culture in her classroom because she teaches toward a culturally relevant pedagogy

An Investigation into the Challenges of Joint Basing

The 2005 Base Realignment and Closure (BRAC) went farther than any other previous BRAC in attempting to discover budgetary efficiencies by redefining domestic military infrastructure. BRAC recommendation #146 set into motion the construct of joint basing in which installation support responsibilities were transferred to lead-Components resulting in 12 major mergers of 26 military installations. Much has been written on the cost savings progress of joint bases; however little has been written in academia as to the implementation challenges that have hindered true cost savings from being realized. This research leverages the Delphi Method in capturing and ranking the top issues to aid senior leaders in resource allocation decision-making. Leaders from base support functions such as logistics, force support, security forces, civil engineering, and command staff comprised the expert panel that led to the identification of the top 13 joint basing challenges. This research was scoped to one AF-led, Navy-supported joint base, but has transportability to other joint bases and contributes to the mergers and acquisitions body of knowledge. The results of this research validate the current issues plaguing joint bases and consider the implications of future joint basing efforts

Artistic Progress. Towards an Applied Philosophy of Image-Making

Revised version. Minor formatting and spelling errors corrected.The origins of image-making can be traced back over 73,000 years. Image-making in contemporary art differs significantly from that of our ancestors. One explanation for this is that changes in our conception of image-making bring about corresponding changes in image-making itself. However, it remains uncertain whether this transformation represents a progression and to what extent theoretical constructs have played a role. The topic of this thesis is artistic progress. The general question is whether the notion of progress applies to visual art and, in the case it does, in what sense and how? The more specific question is whether progress is intelligible despite art’s pluralism? I show that these concerns are met through the noetic account of artistic progress. According to the noetic account, artistic progress is made with respect to understanding image-making. This affords progress to art-practice through the integration of enhanced understanding.Philosophy - Master's ThesisFILO350MAHF-FIL

Methods and Motivations of Multigenerational Churches In Selecting a Worship Music Identity

Churches in the twenty-first century come in all types, shapes, and sizes. The church plant movement is bringing many new churches into existence. With many of these church plants, the assumption is that a contemporary worship style comes with it. This could be viewed this way, because of the high population of younger people that attend these churches. Churches like Elevation Church, North Point Church, Passion City Church, and Saddleback Community Church are all church plants. These churches are magnets for newly established Christians and those seeking to answer questions about God for the first time. They are magnets for individuals who have been “dechurched.” Caleb Davis, from acts29.com defines dechurched as “They were once part of the church but now are not…” These church plants attract very specific types of people. These individuals are typically seeking something that looks very different from what they have traditionally viewed as church. Thus, they choose the new, contemporary church plant model. But what about the thousands of churches born in the 1900s or before? What about churches that have more than just one or two generations attending? These churches have people of all ages. Some have families with multiple generations living and dying within that church. What does worship look like for these churches? What happens when worship music styles shift? How do their leaders navigate these waters? This thesis will seek to answer the question, How do churches that are multigenerational find their worship music identity