The Whole Shebang: A Directorial Analysis of the Production of Rich Orloff\u27s One Act Produced at the University of Mississippi The 8th and 9th of March 2006

The following pages are the account of one directing student’s process from auditions to applause to produce a play entitled The Whole Shebang. As well as the procedures employed to assemble the final product, the subsequent chapters also explore the relationships between the student actors and their student director; the pitfalls and successes both created and endured by all involved; and the successful play that happened despite it all

Curricularizing Language Teaching and Learning: Navigating Sociocultural Dilemmas in Teacher Education

This dissertation explores sociocultural factors which influence the choices of language teacher educators deciding what to include in coursework and programs. The term “curricularizing” is used to describe the complex process of selecting, planning, and delivering teacher education content. Conflicting social values create dilemmas for teacher educators curricularizing language teaching and learning (LTL) in their practice. Three sociocultural domains of influence affect their work: their national environment, their professional field, and their individual experiences and beliefs. The two stand-alone studies in this dissertation each focus on a different domain and explore the following question: How do language teacher educators curricularize language teaching and learning for teacher learners? The first study examines a German as a Second or Foreign Language (Deutsch als Zweit/Fremdsprache - DaZ/DaF) pre-service teacher education program in southwest Germany in which the future teaching-contexts of graduates is not yet determined. Data include observation fieldnotes and artifacts from fifty class sessions taught by three teacher educators in one semester of the DaZ/DaF bachelor’s program. The study asks the research question: How do DaZ/DaF teacher educators curricularize content-specific aspects of teaching and learning the German language in their practice for teacher learners? The analysis and findings focus on how teacher educators present LTL in their practice through defining language, situating instructional methods in a teaching-context, and relating language teaching and learning to other connected topics. The discussion examines ways in which the factors from the national environment influence the curricularizing choices of DaZ/DaF teacher educators. The second study explores an in-service teacher training program in Australia which prepares teachers to use a functional theory of language to support English literacy in the primary/secondary school context and centers the domain of the professional field. The study asks the following question: How do members of the ‘community of explanation’ (Freeman, 2016) implementing functional grammar and the Lexis program in schools, separated by geographical and professional distance, understand the factors which affect that work? Interviews with twelve educators involved in implementing the training program from Lexis Education were analyzed for common factors they discussed. The educators have various professional roles and live in different Australian states, but findings show they are connected as a community of explanation by a shared understanding of the theory of language and the curriculum materials, as well as factors which relate to those social facts. Findings also reveal factors related to the setting of implementation as the school context. The discussion explores dilemmas which are resolved through having a contextualized theory of language in teacher education and standardized materials and dilemmas which remain as a result of implementing the program in schools. The final chapter explores how the same curricularizing framework was used to explore different research questions, diverse sociocultural influences on the work of teacher educators, and dilemmas specific to the teacher educators and programs in the studies by focusing on different domains. Future areas of research as presented, including the need to examine alignment between the curricularizing of language teaching and learning and the future teaching-contexts of teacher learners. The concluding remarks address the need for teacher educators to reflect on the ways in which they navigate sociocultural dilemmas and consider how small changes in their practice might help them work toward their goals in language education.PHDEducational StudiesUniversity of Michigan, Horace H. Rackham School of Graduate Studieshttp://deepblue.lib.umich.edu/bitstream/2027.42/162865/1/acwebre_1.pd

Overcoming Gifted Student Underachievement Through Teacher Best Practices

The goal of this study is to collect the best practices being utilized by gifted teachers affecting change amongst their gifted underachieving students. Data collected will explore trends deemed significant among the successful best practices being utilized by academically gifted certified teachers. The researcher will administer surveys, conduct interviews, and classroom observations to collect data from a sample of participants who are currently employed as academically gifted certified teachers. This study will focus on these academically gifted certified teacher’s definitions and recognition of underachievement, identified causes for underachievement, best practices employed to re-engage underachieving students, as well as perceptions of student success. Results of this study will allow gifted teachers a marketplace of ideas to utilize when faced with the necessity of intervention for gifted underachieving students

TREASURE WORTH SHARING FROM THE 1950s

It was a copy of the 1956 American Accounting Association publication, Index to The Accounting Review: 1951-1955. Part II of the booklet consists of a Book Review Index of The Accounting Review for volumes XXVI to XXX, covering the five years of 1951 to 1955. On page 33, the category History reflects five books on accounting history

Experimental studies of vacuum juice heaters

Cover title.Mode of access: Internet

Seeking the True Contrary: The Politics of Form and Experience in American Modernism, 1913-1950

This dissertation reconstructs the tradition of “democratic modernism” in the United States from its origins in the fertile avant-garde circles of the early 1910s through the maturation of American modernism as a cultural institution in the 1920s, the subsequent challenge to its authority by the radical social movements of the 1930s, and culminating in the ideological battles and profound geopolitical shift during and after World War II. It focuses on the overlapping intellectual careers of four literary figures – William Carlos Williams, Kenneth Burke, Archibald MacLeish, and Charles Olson – against the background of a wider cohort that included Marianne Moore, Malcolm Cowley, Edmund Wilson, F. O. Matthiessen, Melvin Tolson, Ruth Benedict, Edward Dahlberg, Dwight Macdonald, and Allen Ginsberg. The dissertation argues that debates over form and experience, strongly influenced by the writings of Ezra Pound and John Dewey, defined these central figures’ efforts to conceptualize a democratic subject grounded in aesthetic experience. For the democratic modernists, the poetic subject became a metaphor for a fully realized democratic subject, and “poetry” came to symbolize not just verse but also a heightened aesthetic orientation towards society that could serve as the basis for cultural reform and, for a time, revolutionary transformation. In reconstructing democratic modernism as a tradition, this dissertation aims to rethink the origins of the postwar counterculture as the political and philosophical heir of radical democracy in the interwar period. As the counterculture emerged in the shadow of the Cold War, leading figures such as Olson and Ginsberg helped shift the political ideals of the 1930s left towards aesthetic practice, preserving a cultural space for radical democracy between official anti-Communism and the aesthetic autonomy professed by intellectual elites. It concludes that the “true contrary” that Olson urged his fellow poets and artists in the late 1940s to seek through aesthetic practice had been there before him and continues to be a relevant stance within American society. This tradition proposes that through an active and critical inquiry into the conditions of one’s experience and the values that make them up, any person through receptivity, imagination, and poetic speech, broadly construed, can mediate the seeming oppositions in society, creating new forms of understanding, ritual, and symbolic experience

Surgical Specialization and Standardization of Care Improves Outcomes in Mechanical Circulatory Support: A Single Center Experience

Purpose: Cardiac surgery continues to transform into areas of sub-specialization and expertise to reduce variability and have superior outcomes. We sought to analyze the impact of surgical sub-specialization and use of protocol and clinical pathways on outcomes with MCS at the time of LVAD implantation. Methods: A single center retrospective analysis of long term durable MCS patients between 2004-2019 was performed. The analysis was conducted comparing management of patients before (Era 1: 2004-2011) vs. after (Era 2: 2012-2019) based on before and after introduction of MCS sub-specialization. Since 2012, multiple initiatives were introduced namely recruitment of specialized MCS/transplant surgeons, multidisciplinary team rounds, establishment of a shock team, development of clinical care pathways, electronic medical record order sets and clinical practice guidelines. Results: A total of 542 patients were included. During Era 1, five cardiac surgeons implanted LVADs in 123 patients, while in Era 2, two MCS/transplant trained surgeons implanted LVADs in 419 patients. Era 2 included higher number of INTERMACS 1 and 2 profile patients (41% vs. 63%) reflecting higher-acuity patient population. With implementation of the sub-specialization services, 1-year survival improved from 70% to 90%. Median ICU stay decreased from 13 to 8 days and percent of patients discharged to home increased from 62% to 95%. Standardized protocols for management of high LDH, GI bleeding, and blood pressure management resulted in significant reduction in overall hospital length of stay. With introduction of clinical care pathways, the average time for workup from admission to LVAD implant decreased from 27.6 days to 8.5 days. Conclusion: Introduction of surgical sub-specialization and standardization of care with the use of clinical pathways and protocols in managing patients with LVADs can help improve survival, reduce variability in medical care, and reduce ICU length of stay