Culture-Based Humanities Units

My personal goal and purpose is to learn what work and time is involved in creating humanities activities for the classroom. I feel units such as this should be made available to teachers to provide them with ideas, materials, and the incentive to teach interrelated arts. Portions of this project could also be supplemental to World History, Literature, or Social Studies classes. There is a need for and current trend toward combining the arts in higher education that should be circulated at a much more accelerated rate to the schools of the area. My observations in working with students indicate that the students more quickly grasp, better relate to, and retain arts experiences when they have a clear understanding of the peoples that created the art. The only limiting factor to each student\u27s progress is individual ability. These cultures and art forms offer something of interest to any student, depending only on his/her enthusiasm and area of talent or expertise. I included materials for a wide range of reading levels, so as not to hamper the interest or personal achievement level of slower readers. The units provide more advanced resources and materials for the gifted and highly motivated students so their progress can proceed at their own individual rate. The minimum requirements for the project are: (1) journal of materials and writing assignments in class; (2) participation in and contribution to a group project; (3) an individual project; (4) test, covering the previous three requirements. Resources are listed in two annotated bibliographies: (1) books used in creating the units; (2) films, filmstrips, records, and cassettes available. The slides were made this semester under the direction of Dr. Darling for an Art study. They were chosen for being difficult to find in other film sources. The notes are taken from a paper I wrote for Dr. Brinkman in the Summer of 1980 and a paper I wrote for Dr. Darling in the Fall of 1980. This program is in lesson plan form. The format was adapted from the Handbook of Museum-based Lesson Plans, Saint Louis Art Museum. The time-lines and a wealth of materials in the Egyptian and Mesopotamiam cultures were used from the Oriental Art Institute, Chicago, Illinois. After all the units are presented, the class could be divided into groups to construct a model structure representative of the culture they are to represent. Each student could make an individual project to be housed in the model. The projects would be written in contract form by the student and weekly progress would be noted on the contract contributing to a final grade. Part of the group project would entail a group presentation of their model structure to the rest of the class. The group presentation should include information on the models, embellishments, history, and description of individual works. After all the groups are finished, pictures would be taken and a class scrapbook compiled. The final test would include multiple choice, fill in the blank, and essay questions on the cultures; individual project, individual experience of the student in the group project of presenting one culture, and what the student gained from observing the group presentations of other cultures

Culture-Based Humanities Units

My personal goal and purpose is to learn what work and time is involved in creating humanities activities for the classroom. I feel units such as this should be made available to teachers to provide them with ideas, materials, and the incentive to teach interrelated arts. Portions of this project could also be supplemental to World History, Literature, or Social Studies classes. There is a need for and current trend toward combining the arts in higher education that should be circulated at a much more accelerated rate to the schools of the area. My observations in working with students indicate that the students more quickly grasp, better relate to, and retain arts experiences when they have a clear understanding of the peoples that created the art. The only limiting factor to each student\u27s progress is individual ability. These cultures and art forms offer something of interest to any student, depending only on his/her enthusiasm and area of talent or expertise. I included materials for a wide range of reading levels, so as not to hamper the interest or personal achievement level of slower readers. The units provide more advanced resources and materials for the gifted and highly motivated students so their progress can proceed at their own individual rate. The minimum requirements for the project are: (1) journal of materials and writing assignments in class; (2) participation in and contribution to a group project; (3) an individual project; (4) test, covering the previous three requirements. Resources are listed in two annotated bibliographies: (1) books used in creating the units; (2) films, filmstrips, records, and cassettes available. The slides were made this semester under the direction of Dr. Darling for an Art study. They were chosen for being difficult to find in other film sources. The notes are taken from a paper I wrote for Dr. Brinkman in the Summer of 1980 and a paper I wrote for Dr. Darling in the Fall of 1980. This program is in lesson plan form. The format was adapted from the Handbook of Museum-based Lesson Plans, Saint Louis Art Museum. The time-lines and a wealth of materials in the Egyptian and Mesopotamiam cultures were used from the Oriental Art Institute, Chicago, Illinois. After all the units are presented, the class could be divided into groups to construct a model structure representative of the culture they are to represent. Each student could make an individual project to be housed in the model. The projects would be written in contract form by the student and weekly progress would be noted on the contract contributing to a final grade. Part of the group project would entail a group presentation of their model structure to the rest of the class. The group presentation should include information on the models, embellishments, history, and description of individual works. After all the groups are finished, pictures would be taken and a class scrapbook compiled. The final test would include multiple choice, fill in the blank, and essay questions on the cultures; individual project, individual experience of the student in the group project of presenting one culture, and what the student gained from observing the group presentations of other cultures

Individual Telephone Support For Family Caregivers of Seriously Ill Cancer Patients

Medical-surgical nurses are an important source of information and guidance for family caregivers during health care crises. The concerns expressed by family caregivers to nurse interventionists during a supportive and informational telephone intervention are described in this study. An analysis of telephone call content using constant comparison methods identified major stressors of the family caregiver during the illness trajector

Satisfied Correctional Staff : A Review of the Literature on the Correlates of Correctional Staff Job Satisfaction

During the past decade, there has been increasing pressure on correctional agencies to attract and keep quality staff. Raising worker job satisfaction is seen as a fundamental way of decreasing turnover. There has been a considerable amount of research in the area of the possible causes of correctional staff job satisfaction and, to a lesser extent, the possible consequences of job satisfaction. However, due to the numerous studies, some with conflicting results, it is difficult to understand clearly the factors associated with job satisfaction. A review of the literature is presented to provide a better understanding of correctional staff job satisfaction. Based on this review, correctional administrators are urged to concentrate more on improving the work environment rather than focusing on correctional staff characteristics

Who Are You Going to Call? Primary Care Patients’ Disclosure Decisions Regarding Direct–to–Consumer Genetic Testing

Background: Direct–to–consumer genetic testing (DTCGT) offers risk estimates for a variety of complex diseases and conditions, yet little is known about its impact on actual users, including their decisions about sharing the information gleaned from testing. Ethical considerations include the impact of unsolicited genetic information with variable validity and clinical utility on relatives, and the possible burden to the health care system if revealed to physicians. Aims: The qualitative study explored primary care patients’ views, attitudes, and decision making considerations regarding DTCGT. This article focuses on the disclosure decisions participants made regarding participation, testing, and results of DTCGT, a topic which arose as a secondary aim of the study. Methods: Through four longitudinal interviews (pre–test, results, 3 and 12 months post–test) we examined twenty primary care patients’ decisions, expressed intentions, and actions regarding disclosure to immediate and extended family, friends and coworkers, and physicians about participation in and results of DTCGT. Individual interviews were analyzed using qualitative content analysis and a summative approach to describe the global themes. Results: Most participants disclosed to some immediate family; less than half disclosed to extended family; approximately half talked to friends. Most participants stated they would or might disclose to physicians about DTCGT and a few did. Conceptual themes that emerged from the data analysis include ambivalence about disclosure, consistency between intention and actual disclosure behavior and decisions, and conditional information sharing. Conclusions: Participants’ intentional and actual disclosure patterns offer insight into how they view DTCGT, weigh results, and the potential impact of DTCGT

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Thesis (Ed.M.)--Boston Universit

Bayesian Peer Calibration with Application to Alcohol Use

Peers are often able to provide important additional information to supplement self-reported behavioral measures. The study motivating this work collected data on alcohol in a social network formed by college students living in a freshman dormitory. By using two imperfect sources of information (self-reported and peer-reported alcohol consumption), rather than solely self-reports or peer-reports, we are able to gain insight into alcohol consumption on both the population and the individual level, as well as information on the discrepancy of individual peer-reports. We develop a novel Bayesian comparative calibration model for continuous, count and binary outcomes that uses covariate information to characterize the joint distribution of both self and peer-reports on the network for estimating peer-reporting discrepancies in network surveys, and apply this to the data for fully Bayesian inference. We use this model to understand the effects of covariates on both drinking behavior and peer-reporting discrepancies

Fixed Choice Design and Augmented Fixed Choice Design for Network Data with Missing Observations

The statistical analysis of social networks is increasingly used to understand social processes and patterns. The association between social relationships and individual behaviors is of particular interest to sociologists, psychologists, and public health researchers. Several recent network studies make use of the fixed choice design (FCD), which induces missing edges in the network data. Because of the complex dependence structure inherent in networks, missing data can pose very difficult problems for valid statistical inference. In this article, we introduce novel methods for accounting for the FCD censoring and introduce a new survey design, which we call the augmented fixed choice design (AFCD). The AFCD adds considerable information to analyses without unduly burdening the survey respondent, resulting in improvements over the FCD, and other existing estimators. We demonstrate this new method through simulation studies and an analysis of alcohol use in a network of undergraduate students living in a residence hall