Teaching Disabilities

Educational pendulums are forever swinging. During the past several years and to the present, the swinging seems to have been and currently is in the direction of student needs - with energy focused on individualized instruction, self-pacing, mainstreaming, pull-out programs, talented and gifted opportunities, and learning disabilities awareness

Fear and Loathing in America: Application of Treason Law in Times of National Crisis and the Case of John Walker Lindh

Treason is the only crime defined in the Constitution. It occupies this notable position neither because the framers were particularly fearful of the effects of traitorous activities nor because they believed it to be far more heinous than all other crimes. Rather, the available historical notes, and the language of the provision itself, make clear that the reason the constitution\u27s authors included a definition for the crime of treason was because they were concerned with what might happen to those accused of the crime if it were not carefully circumscribed. Treason is a loaded concept, carrying with it notions of deception and betrayal in the broadest sense. It is disloyalty not just toward another human being but toward an entire country, and it threatens national security. It is these heavy, emotional connotations of the term coupled with the fact that charges of treason arise almost exclusively in times of national crises, which explain its presence in the language of the constitution. The framers felt it was critical not only to include a definition of the crime in the charter document but to carefully craft the language to avoid its broad application during times of war, unrest, or intrigue, when passions run high and legal lines of proof are blurred. While the exacting requirements of the treason offense and the historical reluctance of the courts to expand that definition, even in exigent circumstances, has served to protect the rights and liberties of criminal defendants, the treason offense still poses a danger to the fair and just functioning of the criminal justice system. The recent case involving American Taliban soldier John Walker Lindh (Walker) provides an illustration. In the throes of post-September 11 anger and fear, many politicians and prominent commentators demanded that Walker be tried for the crime of treason. Little was known about what Walker did in Afghanistan, nor whether any of it was directed against Americans. Nevertheless, thousands of people had been killed, no one knew where Osama bin Laden was hiding, and this young Muslim convert could serve our national need for retribution. Born and bred on American soil, he had turned his back on his country and, therefore, should pay for what had been done to its people, its stability. It is just this line of thinking, however, during just such volatile times, that the exacting standard of the treason offense was crafted to protect against. The government simply could not sustain a treason charge against Walker. Nevertheless, much of the damage had already been wrought. Disturbingly, many of those who berated the government for failing to indict Walker for treason were lawyers, which would seem to carry with it the obligation to make oneself aware of the legal standard of proof for treason before making such highly charged accusations. Although it is true that the government did not include a treason charge in the indictment, the inevitable hysteria that accompanies even an accusation of treason left a permanent stain on Walker. It is perhaps, for this reason, that his lawyers believed a plea bargain was the safest approach. They undoubtedly felt that those in the government who had already labeled their client a traitor had severely undermined his ability to obtain a fair trial. Thus, Walker will spend a large part of his adult life in prison, while many will remain unaware of the damaging toll treason accusations can exact on a system of justice that is built on the idea of calm reflection and legal standards of proof not just for the protection of the individual but for the protection of all. This Note defines the elements of the crime of treason and the limited and challenging ways to prove those elements in the courts. This examination demonstrates the intent of the framers of the Constitution to shield Americans from a government that might abuse its power with overreaching treason prosecutions, particularly during volatile times. This discussion is intended to serve as an illustration of the danger to the system as a whole of expanding the law in reactionary ways, making insupportable allegations and incriminating individuals before they are given their day in court

Dot Matrices

My thesis work is the production and mapping of painterly space using particular methods of formal abstraction, in contrast with common pattern. I construct these paintings in several layers, embellishing gestural atmospheres with idiosyncratic shapes and patterns in alternating rhythms. My focus is on the development of improvisational processes, creating a less ceremonious context for the measure of abstract painting as an idea, a visual language, and as an autonomous object. My technique of mapping is established to consider a territory for a reformed autonomous identity that is in opposition to the pluralist excesses of the postmodern. This paper will address the painting processes I used in developing the work for the exhibition, Dot Matrices. I will also discuss other abstract painters with similar painting techniques and goals

Assessing the Effectiveness of the Community School Model in Closing the Achievement Gap for Low Income Students of Color: A Case Study

Most urban public school districts, including Saint Paul Public Schools (SPPS), are committed to closing a persistent and entrenched achievement gap between White and middle class students and low income students and students of color. As resources remain stagnant or diminish educators need to determine where to invest District resources to maximize academic gains and quickly close gaps for the largest number of students. One option being considered in SPPS and nationally is to invest greater resources in the community schools model. The heart of the community school is a set of partnerships between the school and community organizations to create an integrated program that combines academic and family support (Fratt, 2006, p. 67). This research is designed to assess the effectiveness of the community schools model in improving academic achievement for low income students of color, both nationally and in Saint Paul Public Schools. Using a mixed methodology including an electronic review of national research, collection, synthesis and analysis of Saint Paul Public Schools specific comparative trend data and supplemental interviews with Saint Paul educators, this research also seeks to clarify whether the model as an independent variable is enough to close the gap or whether it is a critical component in a multi-dimensional approach to this national dilemma. Based on a survey of the current and historical research done on the effectiveness of the community school model in improving achievement and closing the learning gap for low income students of color, it is clear that this model holds promise for Saint Paul Public Schools leaders. In making a recommendation to Saint Paul Public Schools leadership on whether the investment in additional community schools to support its goal of closing the achievement gap for low income students of color, the research findings suggest support for an investment in the community schools model for that purpose based on comparisons of achievement data

This Spud\u27s for You!

Upper elementary students often seem to think that saving energy is limited to car pooling, turning off the lights when leaving a room and turning down the thermostat in the winter. Seldom do they consider energy as critical in the manufacturing, packaging, transporting, storing and distributing of products. Rarely is energy recognized as being involved in eating a sack of potato chips, buying fast-food carry-out French fries or preparing frozen hash-browned potatoes in the kitchen. Although my students list sources of energy as electricity or fossil fuels,\u27\u27 they often do not relate such sources to food production and marketing. In order to help students attain and comprehend concepts in energy, nutrition and consumer research, potato labs were instigated at Meeker Elementary School. The labs were designed to further the students\u27 progress in utilizing process skills, controlling and manipulating variables, interpreting data and formulating hypotheses. The learning from the labs was then applied towards better consumer choices for energy saving and more nutritious food

3-D Printing Models of Cell Organelles and Flowers (Lower and Upper Primary, Middle School)

This hands-on module features active learning using 3-D printing technology to teach middle school students about physical scientific models and cell organelles. This activity has already proven a success at NIMBioS’ “Adventures in STEM Camp” for middle school girls. Access to 3D printing has been a growing trend in K-12 schools. In this curriculum module, aligned with Next Generation Science Standards, students learn about physical models and how they are used in science, then design and print their own representations of different cell organelles or flowers. This activity follows the 5E instructional model

GreenSTEM@VCU: An Innovative Program for Integrating Service-Learning into Middle School Science, Technology and Mathematics Instruction

GreenSTEM integrates science, technology, engineering and math (STEM) education with a focus on energy and the environment using service-learning techniques for middle school science, mathematics and technology teachers

Sticking to Syntax: The Reflection of Story Grammar in Children\u27s and Adult\u27s Recall of Radio and Television Shows

Two studies were conducted to determine how well story grammar predicted recall of televised stories. In Experiment 1, preschoolers viewed a non-narrated televised story from Sesame Street. In Experiment 2, preschoolers and adults were administered a narrative via television or radio. In both studies, subjects\u27 retention reflected recall of nodal information, regardless of medium of input