Collaborative Pull-Out Literacy Classroom for Dually Served Students

This descriptive study examines the effectiveness of a collaboratively-taught classroom literacy skills and language acquisition delivery collaborative classroom for middle school students who receive both special education and ESOL services. Limited research was found on best practices for teaching dually-served students, yet a noticeable increase of evidence indicates that ELs with disabilities require accommodations for language development and/or modifications for their disability in order to achieve academic success. This research combines theories of additional language acquisition and special education to show their relationship to the needs of dually-served students; it will address problems of serving ELs with disabilities. This research explores if an increase in reading proficiency was evident due to the implementation of the collaborative classroom. ELs with disabilities did show an increase in reading proficiency within all middle school grade levels; the largest growth was within dually-served students in the collaborative classroom for the spring 16-week session. When the researcher analyzed grade level data, she discovered that 154% of ELs with disabilities in the collaborative classroom increased their Lexile level. Examining data and feedback from the collaborative classroom revealed unique patterns and findings that can contribute to the field of education. This study will help determine effective interventions that address dually-served students’ unique populations, which is at risk of dropping out of school due to disability, language, literacy, or a combination of these factors. Additionally, the research will address effective ways to maximize integration of content instruction to increase student reading performance within the collaborative classroom for dually-served students

Framing Christianity: A frame analysis of Fundamentalist Christianity from 2000-2009

This qualitative frame analysis examines how print media handles the concept of Fundamentalist Christianity. The researcher examined news reports in four prominent national newspapers over the ten-year period between 2000 and 2009 for references made to Fundamentalist Christianity. The sample is examined on the basis of Mark Silk\u27s topoi, a term taken from classical rhetoric meaning commonplaces or themes (1995). Silk outlines seven common topoi on which stories about religion are written, and these are utilized as a framework for this present study. While much has been written and researched on how religious groups, Fundamentalist Christians, and Evangelicals use mass media to promote their message to a secular audience, few studies have examined how the secular press frames Fundamentalist Christianity. This study, therefore, fills an existing literature gap by dissecting the portrayal of a demographic that has had a historical and cultural media presence for more than a century

Framing Christianity: A frame analysis of Fundamentalist Christianity from 2000-2009

This qualitative frame analysis examines how print media handles the concept of Fundamentalist Christianity. The researcher examined news reports in four prominent national newspapers over the ten-year period between 2000 and 2009 for references made to Fundamentalist Christianity. The sample is examined on the basis of Mark Silk\u27s topoi, a term taken from classical rhetoric meaning commonplaces or themes (1995). Silk outlines seven common topoi on which stories about religion are written, and these are utilized as a framework for this present study. While much has been written and researched on how religious groups, Fundamentalist Christians, and Evangelicals use mass media to promote their message to a secular audience, few studies have examined how the secular press frames Fundamentalist Christianity. This study, therefore, fills an existing literature gap by dissecting the portrayal of a demographic that has had a historical and cultural media presence for more than a century

Performing Service Design Experiments Using Ethnomethodology and Theatre-Based Reenactment: A Swiss Ski Resort Case Study

A service experience corresponds to a social process whose “production” involves both a provider and a client. This production process that leads to a problem resolution does not follow a linear sequence, as in the case of industrialized organizations. Through ethnomethodology, we are able to “tangibilize” the social codes and systems of beliefs that drive the service experience. Then, through scriptwriting and role plays, we redesign, safeguard (risk management), price, and test the new service. After three years of applying this approach in our service lab, hundreds of students have been introduced to the process of ethnomethodology and have designed their own services. To illustrate the approach, we present in this paper a service design that we have implemented for the tourist information service of Crans-Montana, Switzerland. </jats:p

Confusion between artificial intelligence and digitisation at work ::ignorance or blind trust?

AI is currently largely integrated into the production processes of products/services. Its adoption is not in question. While functional and economic benefits are considered, the impact on employees is not discussed. In 2018, we conducted 62 semi-directive interviews with employees working in French-speaking Switzerland. Our respondents are optimistic and do not fear that their expertise will be replaced by even intelligent robots. The negative impacts could therefore generate cognitive dissonance that could lead to human risks. It is disturbing to note that the implementation of AI and other digitisation technologies is managed as if it were a computer upgrade. When this does not work, the employees involved must take charge of the problems and their resolution, without being prepared or having the necessary resources