Catalytic Community Development

Community development and economic development in rural areas increasingly go hand in hand. Today, counterpoint to purely free market approaches to economic development -- in which large multinationals are the primary engines of change -- calls for more local decision-making and more locally based economic ventures. At the center of this new approach is strong community commitment to provide resources and information, overcome collective action problems, and improve the functioning of local labor markets. Enhancing community agency, or the capacity for collective action, therefore plays a significant role in effective community and economic development. Communities must focus on development both in communities (job creation, infrastructure improvement) and of communities (enhancing local problem-solving capacities). Kenneth Pigg and Ted Bradshaw, in their chapter in "Challenges for Rural America in the Twenty-First Century", outline a new model of community development, assembled from a collection of approaches. In this new "catalytic development" model, the emphasis is on mobilizing local talent and leveraging local resources and networks to find local solutions, and ultimately foster development in and of communities. This issue brief is a joint product of the Rural Sociological Society and the National Coalition for Rural Entrepreneurship, a collaboration of four Regional Rural Development Centers: The Northeast Regional Center for Rural Development, the Southern Rural Development Center, the North Central Regional Center for Rural Development, and the Western Rural Development Center. Funding was also made available from the Ford Foundation. This brief is part of a policy brief series by the Rural Sociological Society and the Regional Rural Development Centers that stresses the importance of community collective action and developing the capacity of people and organizations to meet the community's needs The Rural Sociological Society and the Regional Rural Development Centers creates new Public Policy Issue Brief series based on its recent book, "Challenges for Rural America in the Twenty-First Century". The briefs synthesize the context and substance of important issues raised in the book and address alternative policy options, with the goal of bringing important research to the policy community

COMPARING EFFECTS OF PRAISE RATES ON CLASSROOM BEHAVIOR

High-quality academic instruction, and, in turn, student success, are correlated with effective classroom management (Gage, Scott, Hirn, & MacSuga-Gage, 2018; Johnson, 1997; Stronge, Ward, & Grant, 2011; Wang, Haertel, & Walberg, 1993). Students are spending up to 50% of their instructional time engaged in non-instructional activities such as classroom procedures, transitions, and discipline (Codding & Smyth, 2008). However, academic activities should account for at least 70% of classroom time (Little & Akin-Little, 2008). Praise, a simple classroom behavior management procedure, includes statements commending behavior and is intended to increase the future probability of the behavior that warranted praise. Behavior-specific praise (BSP) has been shown to be an effective classroom management strategy in preschool through secondary classrooms. Teachers’ use of BSP leads to less disruptive behavior in preschool classrooms (Dufrene et al., 2012, 2014; LaBrot et al., 2021) and upper elementary classrooms (Reinke, Lewis-Palmer, and Martin, 2007). To date, there has not been a study that examined the effect of the multiple rates of praise on classroom behavior in preschool children. This study used an alternating treatments design to test the effects of differential rates BSP on student behavior. In this study, BSP was provided on two different schedules (60 or 90 seconds) or not at all. Although the class-wide engagement was high and stable for both 60 and 90-second conditions, there was considerable overlap with the control condition. Social validity ratings were variable. Results and implications are discussed in light of limitations

A qualitative analysis examining the overrepresentation of sexual violence and sexual assaults among women who are American Indian and Alaska Native (AIAN)

Sexual assault and other forms of sexual violence have effected American Indian and Alaska Native (AIAN) women throughout time. Recent research has concluded that AIAN individuals are more than two times more likely to be sexually assaulted than any other racial or ethnic group. This may be due to a number of factors such as historical trauma, tribal law discrepancies, and intimate partner violence as previous research has examined but other factors need to be analyzed. In this qualitative study, eight participants were interviewed on their thoughts on the topic of sexual assault and why they believe these rates are significantly higher on AIAN women. This study found that not one factor can be identified as the cause of the rates of sexual assault, but it is many different factors together. These factors range from the prominence of social silence, the lack of proper resources and the normalization of sexual assault in AIAN communities. While there is still much to be done and researched to gain a better understanding of why these rates of sexual assault against AIAN women are significantly higher than other racial and ethnic groups, this study serves to acknowledge the possible factors that may affect these rates

Symmetriset polynomit ja resultantti

Tutkielma jakautuu otsikon mukaisesti kahteen osaan, jotka ovat symmetriset polynomit ja resultantti. Osiot eivät ole täysin erillisiä, sillä resultanttia laskiessa voidaan hyödyntää symmetristen polynomien ominaisuuksia. Aluksi määritellään symmetrisen polynomin käsite sekä esitellään symmetriset perusfunktiot. Symmetrinen polynomi käytännössä tarkoittaa polynomia, joka pysyy muuttumattomana, vaikka sen muuttujien järjestystä vaihdettaisiin mielivaltaisesti. ‘Symmetriset polynomit’- osuuden ydin on symmetristen funktioiden peruslause, joka kiteytettynä tarkoittaa, että jokainen symmetrinen polynomi voidaan yksikäsitteisesti esittää symmetristen perusfunktioiden avulla. Lisäksi esitellään polynomiyhtälön kertoimien ja kyseisen yhtälön juurien symmetristen perusfunktioiden välinen yhteys. Resultantti on eräs kahdesta polynomiyhtälöstä muodostettu matemaattinen lauseke. Työssä esitellään resultantin lause sekä osoitetaan se todeksi kahdella eri tapaa. Toinen todistustavoista pohjautuu symmetrisiin perusfunktioihin, ja toinen tapa polynomiyhtälöistä muodostettavien determinanttien käyttöön. Resultantille voidaan laskea arvo suoraan sijoittamalla resultantin lausekkeeseen lukuarvot, jotka saadaan annetuista polynomiyhtälöistä. Resultantin parhaimpia käyttöominaisuuksia kuitenkin on, että sen avulla voidaan selvittää kahden polynomin yhteiset nollakohdat sekä mahdollinen tuntematon muuttuja. Tämän mahdollistaa muuan muassa se, että resultantin arvo on nolla, kun se muodostetaan yhteisen juuren omaaville polynomiyhtälöille. Resultanttia on hyödynnetty jopa todistettaessa RSA-salauksen luotettavuutta. Työn lopussa esitetään myös algoritmi, jolla resulantin arvo voidaan laskea

Measuring efficiency in english maintained secondary schools : techniques, policy implications and practicalities

This article describes the work that has been undertaken by the Department for Education and Skills in England to construct and utilise school level efficiency measures for all maintained secondary schools in England. The Department is using Data Envelopment Analysis techniques to generate efficiency estimates, to both identify where .current best practice exists and also to bolster the ability of less efficient schools to benchmark themselves against other "similar" peer schools

Video Jockeys: New Media in Performance Art

Since the introduction of digitized media into culture, the artistic venture to integrate technology into performance has taken many names. Multimedia performance, interactive media, and digital media design are all novel forms in the lexicon of new media art. The medium of projection arts encapsulates those arts which utilize media projection as a foundational tool. In this thesis, I will investigate a novel projection art: VJing. VJing is a live visual art form that has risen in popularity across music genres. It utilizes a multitude of new media to alter the traditional music performance into an audio-visual synaesthetic experience. First, I analyze VJing by tracing the genealogy of its predecessors, Secondly, I interrogate the underlying critical implications of VJing within the larger context of visual culture. This project does not seek to romanticize the VJ but instead to insert it into scholarly discourse so that we may begin to critically interrogate its existence in contemporary media and performance. By placing the VJ in conversation with different schools of study, such as film, literature, and media studies, I hope to invite and legitimize additional critiques of the artform. Further, this thesis aims to inspire similar studies about projection arts.No embargoAcademic Major: Comparative Studie

The synthesis and relative acidity of substituted diphenylamines

Synthetic work a study has been made of the scope and limitations of various methods of preparation of substituted diphenylamine. The study has led to extensions of the Chapman and Smiles rearrangements and a number of diphenylamines not previously prepared have been obtained. Relative Acidities of Substituted Diphenylamines the reaction between isopropoxides in alcoholic solution and substituted diphenylamines has been investigated spectrophoto-metrically. Variations in the apparent equilibrium constant may be explained by ion pair formation. A value of the ion pair dissociation constant has been determined which is of the expected order. The suggestion of ion pair dissociation in dilute solution is further supported by the study of the reaction of lithium, sodium and potassium isopropoxides with nitrodiphenylamines. A P value for proton removal for 4-nitrodiphenylamines has been found and an estimate of transmission of substituent effects through groups can be made

The One – Way (Agri)Cultural Mirror: A Case Study of How Young Agriculturalists Understand and Experience Culture

As the global economy continues to transform how society operates, cultural competence has become a buzzword in education, professional development, research, government, and healthcare (Gay, 1994; Gallus et al., 2014). Cross et al. (1989) developed the most accepted definition of cultural competence: “a set of congruent behaviors, attitudes, and policies that come together in a system, agency, or among professionals and enable that system, agency, or those professionals to work effectively in cross-cultural situations” (p. 13). Despite this, little to no research has been devoted to understanding cultural competence in agriculture. Thus, a need emerged to describe the cultural competence of young agriculturalist in Louisiana. As such, this case study aimed to address the dearth in knowledge. There was a total of five study participants, all who were young agriculturalist in the Louisiana Farm Burau Federation Young Farmers and Ranchers program in 2020-2021. Through rigorous data analysis, four themes and three subthemes emerged. They included: (a) cultural anxiety, (b) cultural pressure, (c) the one-way (agri)cultural mirror, and (d) cultural lens expansion. The young agriculturalists expressed anxiety and apprehension to discuss cultural competency because of fear of negative social ramifications. And as a result, this yielded a cultural pressure to adopt a culturally competent mindset to be successful in the agricultural industry in Louisiana. Additionally, the participants noted that the agricultural profession was an recognizable cultural identity. This distinction has produced a one-way cultural mirror whereby consumers and producers cannot view and understand one another. Because of this cultural barrier, the young agriculturalists recognized a need to further expand their cultural lens, through domestic and international experiences, to better serve a culturally diverse population. Therefore, I recommended that more professional development opportunities can be offered through 4-H, FFA, and Ag in the Classroom, to initiate cultural competence development from an earlier age. Additionally, this study furthered the need to understand and develop intrinsic motivation for young agriculturalist to gain cultural competence as they navigate the globalized industry of agriculture