VirginiaNavigator/GWEP Community Outreach Training for Older Adults, Caregivers, and Service Programs

Educational Objectives 1. Demonstrate how VirginiaNavigator (VN) can support self-care and connecting with community resources. 2. Discuss how VN can assist service providers who work with older adults and their families. 3. Explain how VN relates to six focus areas of the Geriatrics Workforce Enhancement Program (GWEP) to improve the well-being of older adults

Authenticity and Transformation: Existential Philosophy’s Contributions to Lifelong Learning

Existential philosophy contributes richly to the study of lifelong learning. To expose the depths of this conviction, I will explore how the concepts of authenticity and transformation help clarify and actually bolster the role of existential philosophy in lifelong learning

Never Look Away: Changing Societal Norms to Eradicate Domestic Violence in Tamil Nadu, India

The objective of this thesis is to explore causes of domestic violence in Tamil Nadu, India. Despite Tamil Nadu\u27s economic development and relatively high levels of female empowerment, it ranks 28th out of 29 states in India for physical domestic violence. Clearly other important factors affect the prevalence of domestic violence rates in Tamil Nadu. This thesis explores already developed theories about domestic violence, the history of Tamil Nadu, as well as the data published from the National Family Health Survey-3 to solve the paradox of Tamil Nadu. Slowly evolving societal norms and the lack of a widespread stigma against domestic violence are delaying the reduction in domestic violence rates. Efforts to educate the population about pervasive domestic violence is crucial to changing societal norms and therefore decreasing domestic violence in Tamil Nadu

Processing of wh-movement by second language learners

This study examined whether, similar to native speakers of English, native Korean learners of English are able to process sentences with wh-dependencies incrementally, using grammatical constraints on wh-islands. Participants completed two self-paced reading experiments using a moving window self-paced reading paradigm (Just, Carpenter & Wooley, 1982). Experiment 1 examined whether the parser processes sentences incrementally and Experiment 2 examined whether the parser accurately avoids positing gaps at illicit positions within relative clause islands despite the presence of a gap licensing verb. The results showed that Korean learners of English show evidence of incremental parsing in the form of filled gap effects, similar to the patterns shown by native speakers (Stowe 1986, Canales 2012). Also similar to native speakers, Korean learners of English avoid positing gaps in positions prohibited by syntactic islands. Thus, our findings suggest that L2 learners are able to use the same syntactic information in their on-line processing as is used by native speakers, contra the claims of the Shallow Structure Hypothesis (Clahsen & Felser, 2006 a,b). Furthermore, our study provides evidence that L2 learners have access to such abstract syntactic information even when their native language does not instantiate wh-movement or island constraints as in English

Systemic Approaches for Professional Development on Diverse Learners in Rural Communities

While rural communities are not monolithic, many have seen recent shifts in demographics from historically homogenous populations to more racially, culturally, and linguistically diverse residents (e.g. Sharp & Lee, 2017; Brenner, 2016). Without clear systems for addressing such changes, reactionary policies to address the accompanying conflict can establish marginalized communities, deficit-based perspectives, and structural inequities (Lee & Sharp, 2017). As an alternative approach, this paper outlines promising practices for systemic approaches to addressing the ongoing professional development needs for teachers in rural communities who are supporting students from increasingly diverse backgrounds. These practices provide the support and professional development that is necessary to meet emerging student needs and strengthen educators’ self-efficacy (Flores et al., 2015; O’Neal et al., 2008). The research presented demonstrates that there is a high degree of variability in the demographics of individual districts across the urban-rural spectrum, and not all certification policies have equal efficacy. By empowering districts to meet their teachers’ and students’ needs, local control can be used efficiently and effectively through flexible state policies

New Audiences for the Arts: The New Audiences Programme Report

This 269 page report gives a detailed overview of a £20 million funding programme ‘New Audiences’, designed to foster new practice in audience development by arts organisations in England. It was the culmination of a five-year scheme which supported 1200 audience development initiatives across the country. Glinkowski was one of a team of seven researchers who compiled the report: ACE Research Officers, Clare Fenn, Adrienne Skelton and Alan Joy compiled the statistical information for the report appendices; the main body of the report, from Executive Summary to Conclusions, was written by a team of three consultant researchers, Glinkowski, Pam Pfrommer and Sue Stewart, working under the supervision of the ACE Head of New Audiences, Gill Johnson. The report was a summary, compilation and interpretation of key themes emerging from the material contained within around 1150 evaluations of projects funded by the £20 million ‘New Audiences’ programme during the 5-year period from 1998-2003. The interpretative work and writing up was undertaken collaboratively by the consultant researchers and Glinkowski’s particular input was to the Executive Summary; Introduction; General Audiences; Disability; Social Inclusion; Rural; Older People; General Findings; and Conclusion sections of the report. He was also the principal author (although in keeping with ACE practice on advocacy material, not formally credited) of the ‘New Audiences Advocacy Document’ (ISBN 0728710331), produced in conjunction with the main report with introduction by Tessa Jowell, Secretary of State, Department of Culture, Media and Sport and Peter Hewitt, Chief Executive of Arts Council England. The full report is published online, with a companion volume summarising all projects undertaken within the ‘New Audiences’ programme. Additionally, Glinkowski was commissioned to contribute case studies to the ‘New Audiences’ website (http://www.newaudiences.org.uk/index.php), including 'Open Studios/Artists Presentation Research' (http://www.newaudiences.org.uk/project.php?id=680)

Planning and Urban Ecology: A New Elective in City and Regional Planning

Since recently joining the CRP department, Adrienne Greve has been using her background in the sciences to strengthen the relationship between the fields of planning and urban ecology with a particular emphasis on water systems. In this article, together with seniors Corbin Johnson and Kevin Waldron, she writes about her new elective and an important class project, which is monitoring the impacts of the new campus housing on the campus creek system

Implementing the Schoology Learning Management System in Japanese Higher Education: A Preliminary Report

Schoology is an online Learning Management System (hereafter LMS) that is openly accessible to both educators and students (“Learning Management Syste