Circle Practice: Stories of Organizational Change, Relationships and Community

This project explores the impacts of an organizational development process in a non-profit domestic and sexual violence program. The organizational changes documented in this initiative illuminate a disconnect between the process for organizational development and the quality of relationships among staff and the larger community. This project also explores the practice of Circle as a sacred gift from Indigenous peoples that has the capacity for creating individual, organizational, and community transformation in ways that can bring healing, love, authenticity and belonging to other initiatives working to end violence. The experiences from this project have led to a further exploration of how organizations might embody their core values and align with their mission, while examining the implications and applications of these insights on non-profit social change organizations

A summary of research relating to second and third grade reading

Thesis (Ed.M.)--Boston UniversityPURPOSE: To discover the reliability of the adjustment scale using two raters. This study was conducted to help determine whether the instrument used in this study gives a reliable measure of classroom adjustment. PROCEDURE: The teacher checklist of classroom adjustment devised at Boston University School of Education was the instrument used. The instrument was built to follow the activities of a normal classroom day [TRUNCATED

The motivation of shorthand

This item was digitized by the Internet Archive. Thesis (Ed.M.)--Boston Universityhttps://archive.org/details/motivationofshor00two

Relationship between teacher checklist, parent rating scale, and California Test of Personality in grades I, II, and III

Thesis (Ed.M.)--Boston Universit

Adaptation to Climate Change: A Prospective Collaboration in Flood Control

Latin American Studie

Non-Linear Multiple Field Interactions Neural Document Ranking

Ranking tasks are usually based on the text of the main body of the page and the actions (clicks) of users on the page. There are other elements that could be leveraged to better contextualise the ranking experience (e.g. text in other fields, query made by the user, images, etc). We present one of the first in-depth analyses of field interaction for multiple field ranking in two separate datasets. While some works have taken advantage of full document structure, some aspects remain unexplored. In this work we build on previous analyses to show how query-field interactions, non-linear field interactions, and the architecture of the underlying neural model affect performance

How auditory experience differentially influences the function of left and right superior temporal cortices

To investigate how hearing status, sign language experience and task demands influence functional responses in the human superior temporal cortices (STC) we collected fMRI data from deaf and hearing participants (male and female), who either acquired sign language early or late in life. Our stimuli in all tasks were pictures of objects. We varied the linguistic and visuospatial processing demands in three different tasks that involved decisions about (1) the sublexical (phonological) structure of the British Sign Language (BSL) signs for the objects; (2) the semantic category of the objects; and (3) the physical features of the objects. Neuroimaging data revealed that in participants who were deaf from birth, STC showed increased activation during visual processing tasks. Importantly, this differed across hemispheres. Right STC was consistently activated regardless of the task whereas left STC was sensitive to task demands. Significant activation was detected in the left STC only for the BSL phonological task. This task, we argue, placed greater demands on visuospatial processing than the other two tasks. In hearing signers, enhanced activation was absent in both left and right STC during all three tasks. Lateralisation analyses demonstrated that the effect of deafness was more task-dependent in the left than the right STC whereas it was more task-independent in the right than the left STC. These findings indicate how the absence of auditory input from birth leads to dissociable and altered functions of left and right STC in deaf participants

The impact of early language exposure on the neural system supporting language in deaf and hearing adults

Deaf late signers provide a unique perspective on the impact of impoverished early language exposure on the neurobiology of language: insights that cannot be gained from research with hearing people alone. Here we contrast the effect of age of sign language acquisition in hearing and congenitally deaf adults to examine the potential impact of impoverished early language exposure on the neural systems supporting a language learnt later in life. We collected fMRI data from deaf and hearing proficient users (N = 52) of British Sign Language (BSL), who learnt BSL either early (native) or late (after the age of 15 years) whilst they watched BSL sentences or strings of meaningless nonsense signs. There was a main effect of age of sign language acquisition (late > early) across deaf and hearing signers in the occipital segment of the left intraparietal sulcus. This finding suggests that late learners of sign language may rely on visual processing more than early learners, when processing both linguistic and nonsense sign input - regardless of hearing status. Region-of-interest analyses in the posterior superior temporal cortices (STC) showed an effect of age of sign language acquisition that was specific to deaf signers. In the left posterior STC, activation in response to signed sentences was greater in deaf early signers than deaf late signers. Importantly, responses in the left posterior STC in hearing early and late signers did not differ, and were similar to those observed in deaf early signers. These data lend further support to the argument that robust early language experience, whether signed or spoken, is necessary for left posterior STC to show a 'native-like' response to a later learnt language