Waves of Friendship: Posthumanism in Jules VS. the Ocean and Swashby and the Sea

Shirley Henn Award Winne

An investigation of the relationship of student attitudes in a developmental resource center as compared to the total school program.

In an effort to meet the changing trends in providing Special Education Services to students, the Omaha Public Schools formally implemented two Developmental Resource Centers at the Junior High School level in the fall of 1974. This implementation was part of a plan developed as a result of. L.B. 403 to provide comprehensive Special Education Services to those students perceived as having academic and/or behavioral difficulties. Many school districts have provided services to the handicapped in segregated settings regardless of the severity of the disability. The rising costs of education, the high costs involved in establishing special classrooms, the low number of students served by special classes and the stigma imposed on students placed in special ·classes have all traditionally been areas of concern to special educators and administrators. These reasons, plus the recognition that varying degrees of severity of children\u27s handicaps call for programs varying in degrees of support,_ led educators in recent years to seek alternative means of providing programs for mildly handicapped students. These educators sought a setting which would meet student needs while providing services to as many students as possible at a cost lower than that of the traditional Special Education class. The result of this search was the resource model and the establishment of the Develop­ mental Resource Centers as a method of returning as many students to the mainstream of education as soon as possible while still providing the services these students required. The resource model, while described in a variety of terms by the supporters, is seen as a viable alternative to the traditional self­ contained special classroom for a substantial number of handicapped children The approach appears to be flexible enough to meet the criticisms aimed at the current practices of the self-contained special class­ room. In the programming of mildly handicapped individuals, it allows individual academic instruction without totally segregating these students-from their regular classes and without making necessary the some­ times painful transition from regular class to special class and back again.. Instead. it provides a transition from a segregated· to an integrated situation if progress is satisfactory. By implementing these resource centers, the Omaha Public Schools has adopted a model which seems to be gaining acceptance by educators, administrators and teachers. However, very little evidence has been documented which would show how the students who received services from the resource centers feel about the services they received and how their feelings about the center compare with their attitudes about school. Thus, the purpose of this study is to analyze these attitudes and feelings about the resource center and about school in general by surveying the attitudes of the students served by the Developmental Re­ source Center at McMillan Junior High School

Ancient Andean Tattooing Practices

This thesis explores the practice of tattooing in the ancient Andean world focusing on Peru. I ask the question: What can we learn about how people in the ancient Andean world used tattoos? For example, who were the people receiving tattoos, where on the body were tattoos located and what did they depict? To address this, I collected data on tattoos preserved on human remains. Mummies originating from Peru were examined and their tattoos were photographed. The mummies I examined come from collections in three museums in the United States, including: the Milwaukee Public Museum (MPM), the Field Museum (FM) and the Arizona State Museum (ASM). The goal of this thesis is to gain a better understanding of the practice of tattooing in the ancient Andean world, exploring the bodily locations and stylistic content people used for tattoos

Dynata

https://scholarworks.bgsu.edu/arfp/1022/thumbnail.jp

Small Countries and International Trade

The Small Nation and the Gain From Trade-- Cyclical Dependence-- Product Dependence-- Cultural Dependence-- Conclusio

Helping Educators Foster a Growth Mindset in Community College Classrooms

Current research shows that students with a growth mindset are more motivated to learn, want to work harder, are less discouraged by difficulty, use more effective strategies for learning, and have higher academic performance in comparison to students without this mindset. Despite these promising findings, a growth mindset is sometimes not reinforced or is even refuted by classroom conditions. The purpose of this intrinsic case study was to explore how community college educators create classroom environments that foster a growth mindset. The conceptual framework for this study was a social constructivist approach where the interviewer and the participants co-constructed the interpretation of how to influence a growth mindset in the community college classroom. Data were collected through 14 in-depth interviews with community college educators who completed a workshop on influencing a growth mindset. Data were analyzed through categorizing, coding, and identifying themes that answered the research question. The findings of this study indicated that the mindset of the student and the teacher play an important role in academic success at the community college and that faculty desire training in tools and strategies to create classroom environments that foster a growth mindset. Recommendations include an in-depth, experiential professional development program based on research where community college educators from a variety of disciplines can collaborate to gain new knowledge and skills. Training community college educators using the most effective ways of fostering a growth mindset to increase students\u27 motivation, effort, and persistence will lead to greater academic success and degree completion

Reframing Coaching Success: Mentorship and Ethics in the Era of Increased Competition and Exploitation of High School Athletes

The research inquiry asked the question, what methods do athletic coaches employ to improve academic performance and skills of their high school student athletes? The research method chosen for this investigation, influenced by the teachings of Dewey and Freire, is constructivist grounded theory. This research method used intensive interviews with 17 former high school athletes ranging in age from 19 to 68. The responses from these interviews uncovered three main coaching concerns: eligibility based on maintaining minimal grade point average; improving academic performance through peer tutoring; and mentoring for life skills and success. Based on my co-construction of meaning with the participants that considered data from transcripts, my memo writing, my own experiences as a coach and student athlete, and relevant theoretical literature a grounded theory emerged: Reframing Coaching Success. This grounded theory accounts for the process through which athletic coaches extend their definition of coaching success beyond assuring athletic achievement to ensuring that each student-athlete has support for academic and life success. Further research is needed regarding how high school athletic coaches are prepared to transcend a focus on sporting success to a wider view of academic success for students. This study supported the concept that athletic coaches have the potential to play an important role in a student athlete’s life and is an opportunity that needs to be taken and maximized. This investigation has the potential to v shift the focus in high school athletics from one that rewards elite athletes and championship winning coaches, to one that focuses on improving the academic skills of student athletes. This dissertation is available in open access at AURA (https://aura.antioch.edu) and OhioLINK ETD Center (https:// etd.ohiolink.edu)