The Latina/o Student\u27s Experience In Social Studies: A Phenomenological Study Of Eighth Grade Students

The purpose of this research investigation was to explore the experiences of eighth-grade Latina/o students in a large, urban school in the Southeastern United States. Overall, the study uncovered the essence of the Latino/a student experience in social studies and furthermore revealed that social studies is not meeting the needs of Latino students. Using phenomenology as a method of research, two interviews were conducted with twelve research participants who were selected through purposive sampling. In addition to the interviews, students wrote narratives and drew images as a form of data triangulation. The goal was to give students various methods for relaying their experiences. Data were analyzed using suggested methods of analysis by Moustakas (1994) and Creswell (2007). Using Critical Race Theory and Latino Critical Race Theory as a framework, results revealed that students experienced middle school social studies through the lens of race. Students felt oppressed by the curriculum and textbook due to the fact that culturally responsive teaching practices were primarily absent, diversity was presented only through a Black-White dichotomy, and the social studies curriculum was dominated by notions of White supremacy. Latina/o students experienced a curriculum that was boring as a result of teachers who were boring. Students validated the use of Critical Race Theory and Latino Critical Race Theory as a framework for educational research at the middle school level. In all, this research investigation fills a void in social studies research. The voices and experiences of Latino learners in social studies have been absent in social studies research. iv Educators can use this research study to alter the approaches to the social studies curriculum for the betterment of our culturally diverse learners

Disrupting Whiteness in Curriculum History. A Book Review of \u3cem\u3eReclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education\u3c/em\u3e

The canon and curriculum of curriculum history remain grounded in Whiteness. Little attention is given to multicultural narratives of curriculum history, especially those that emerge from marginalized communities of color in the U.S. This book review details how Reclaiming the Multicultural Roots of U.S. Curriculum: Communities of Color and Official Knowledge in Education (Au, Brown, & Calderón, 2016) aims to address a void in the canon of curriculum history. Through the lens of Indigenous peoples, Chinese Americans, Japanese Americans, Mexican Americans, and African Americans, the field of curriculum history is enriched with discourses as to how communities of color both experience hegemonic curriculum and reconstruct their own curriculum for the maintenance of their respective cultural identities

A Parent Handbook for Primary Students with Learning Disabilities

Parents play an important role in the educational process, especially with Special Education students. When a child is identified as Learning Disabled, parents often ask, What can we do at home to help? When there is parent-school cooperation and coordination all will benefit, particularly the child. This project provides parents of the Selah School District in Washington State with information and activities in the academic areas of reading, mathematics, and written language, that will reinforce and strengthen those skills taught at school

Development of functional ectopic compound eyes in scarabaeid beetles by knockdown of orthodenticle

Complex traits like limbs, brains, or eyes form through coordinated integration of diverse cell fates across developmental space and time, yet understanding how complexity and integration emerge from uniform, undifferentiated precursor tissues remains limited. Here, we use ectopic eye formation as a paradigm to investigate the emergence and integration of novel complex structures following massive ontogenetic perturbation. We show that down-regulation via RNAi of a single head patterning gene—orthodenticle—induces ectopic structures externally resembling compound eyes at the middorsal adult head of both basal and derived scarabaeid beetle species (Onthophagini and Oniticellini). Scanning electron microscopy documents ommatidial organization of these induced structures, while immunohistochemistry reveals the presence of rudimentary ommatidial lenses, crystalline cones, and associated neural-like tissue within them. Further, RNA-sequencing experiments show that after orthodenticle down-regulation, the transcriptional signature of the middorsal head—the location of ectopic eye induction—converges onto that of regular compound eyes, including up-regulation of several retina-specific genes. Finally, a light-aversion behavioral assay to assess functionality reveals that ectopic compound eyes can rescue the ability to respond to visual stimuli when wild-type eyes are surgically removed. Combined, our results show that knockdown of a single gene is sufficient for the middorsal head to acquire the competence to ectopically generate a functional compound eye-like structure. These findings highlight the buffering capacity of developmental systems, allowing massive genetic perturbations to be channeled toward orderly and functional developmental outcomes, and render ectopic eye formation a widely accessible paradigm to study the evolution of complex systems.Fil: Zattara, Eduardo Enrique. Indiana University; Estados Unidos. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - Patagonia Norte. Instituto de Investigaciones en Biodiversidad y Medioambiente. Universidad Nacional del Comahue. Centro Regional Universidad Bariloche. Instituto de Investigaciones en Biodiversidad y Medioambiente; ArgentinaFil: Macagno, Anna L. M.. Indiana University; Estados UnidosFil: Busey, Hannah A.. Indiana University; Estados UnidosFil: Moczek, Armin P.. Indiana University; Estados Unido

Alternative Broadcasting Arrangements after NCAA

SYMPOSIUM: Antitrust Issues In Amateur Sports Held at Indiana University School of Law - March 198

Alternative Broadcasting Arrangements after NCAA

SYMPOSIUM: Antitrust Issues In Amateur Sports Held at Indiana University School of Law - March 198

Sugary drink taxes around the world

Five maps providing current information about sugary tax policies around the world, in the Americas, in Europe, Africa, Middle East, Asia & Pacifi

Comparative study of the development of the lef hand technique of the violin

Thesis (B.M.)--University of Illinois, 1913.Typescript.Includes bibliographical references

The Deterrent Effects of Ethics Codes for Corporate Crime: A Meta-Analysis

The current financial crisis, brought on in part by the risky and unethical behaviors of investment banks, has drawn attention to corporate crime, particularly on the issue of how to prevent it. Over the last thirty years, codes of conduct have been a cornerstone of corporate crime prevention policies, and consequently are now widespread, especially among large companies. However, the empirical literature is mixed on the effectiveness of codes, leaving them open to critics who charge that codes can be costly to implement, ineffective, and even criminogenic. In this dissertation I use meta-analysis to examine the evidence regarding the preventative effects of ethics codes for corporate crime. The results show that codes and elements of their support system, like enforcement and top management support, have a positive, significant effect on ethical-decision making and behavior. Based on these results, I propose an integrated approach toward self-regulation founded on Braithwaite's (2002) enforcement pyramid, which specifies that regulation should primarily be built around persuasion with sanctions reserved for situations where a stronger deterrent is needed