Nebraska Women in Journalism: The Groundbreakers Before Us and Surrounding Us

Nebraska women in journalism: The groundbreakers before us and surrounding us is a 30-minute documentary about six Nebraska women and their journeys as journalists. This project seeks to answer the question: “How do women in the media overcome gender bias?” I interviewed six women ranging in age and from a variety of journalistic fields to discover what biases they faced in the industry as well as their advice for young journalists as we enter into a field that is constantly evolving. I discovered that Nebraska women in the media do experience the bias we see throughout the nation and in other industries. Women in journalism have come a long way to closing the gap between men and women, but there still need to be more women in leadership roles. Women also deserve to feel confident in their work and respected in their industries. Women of color need more space in the media. They make up almost 8% of print news, 12.6% of local TV news and just over 6% of local radio news, while white men make up over 50% in both print news and local radio news. Native journalists also need more support, especially because Native Americans are misrepresented in mainstream media. There are many amazing Nebraska women breaking boundaries in journalism. Amplifying some of these voices helps other Nebraska women know they aren’t alone in their struggles, and it helps unify us to continue the tradition of groundbreaking that the many Nebraska women journalists before us started

Hygiene and Sanitation Software: An Overview of Approaches

A review of the state of the art in methods and techniques for sanitation and hygiene behaviour change, and other non-hardware aspects of sanitation programming. Includes introductory text and detailed entries on more than 20 approaches and techniques, with key references, summary information on effectiveness and implementation and an assessment of when different approaches should be used

Receipt from Peal and Co. to Robert Goelet

https://digitalcommons.salve.edu/goelet-personal-expenses/1273/thumbnail.jp

The Effect of a Back-to-Basics Core Academic Program Compared to a Traditional Academic Program on Participating 4th-Grade Students’ Achievement and Perceptions of Life Skills

Study results indicate that 3rd-grade to 4th-grade same school Core Academy Program and Traditional Academic Program learning experiences resulted in numerical equipoise for norm referenced reading, math, social studies, and science test score results. Randomly assigned Core Academy Program students\u27 ( n = 16) norm referenced language NCE posttest scores were statistically significantly greater following participation than the naturally formed group of students (n = 16) following participation in the Traditional Academic Program. Core Academy Program students\u27 criterion referenced writing and math cutscores were also statistically greater at posttest. Finally, the teacher life skills perceptions awarded to students were greater for Traditional Academic Program students at posttest indicating a dissociation or independence between measured achievement test scores and assigned life skills improvement scores. The Core Academy Program was teacher centered using direct instruction for reading, writing, and math skill development. Traditional Academic Program instruction was child centered with direct and strategy reading, writing, and math instruction. The positive student outcomes of this study may be due more to the school itself rather than to any differences assigned to the studies independent variables. Finally, it may be that both programs were alike in securing learning success

Receipt from Peal and Co. to Robert Goelet

https://digitalcommons.salve.edu/goelet-personal-expenses/1288/thumbnail.jp

Aquaponics: Redefining Education for Our Youth

In America, we are seeing a lack of effectiveness with our K-12 schools. This costs the school districts and taxpayers money with very little return guaranteeing an ongoing investment into adulthood. Students finishing high school have very little if any applied learning and technical skills, and still need to accomplish at least four years of college or a trade school to be able to compete, even for a job not requiring a degree. Of those high school graduates, half and growing do not feel that they are prepared for college. Students also have little understanding of, or experience with, the ecology or economics of the world they are inheriting. Consequently, this impairs the ability of young adults to take the reins of, understand, predict and troubleshoot global economics, politics and the ecological externality costs of their actions. This paper acknowledges that using traditional organic gardens in schools is a time-honored tradition and is beneficial for schools, teachers, and students while still having many externality benefits. However, it finds that if funding K-12 curriculum is shifted to support the development of aquaponic farms as a foundation for standardized education, the opportunity for a more thorough education is increased. Despite high up-front costs, aquaponic farms are a good investment because of their ability to utilize applied and reflective learning in many subjects in a calculated way. Aquaponics is also upgradeable and scalable to fit technological and environmental evolution ensuring that high school graduates have hands-on experience with real and up-to-date life skills