The historical basis of Romain Rolland's Le Jeu de L'Amour et de la Mort

Thesis (M.A.)--University of Kansas, Romance Language and Literature, 1932

An Analysis Of Duties Performed By Physical Education Teachers In The Public Schools Of Texas

The real purpose of education is to enable the individual to be increasingly intelligent and self-directive* Cornell stated that If we had an analytical knowledge of everything that physical educators were required to do on the Job and then ranked these duties in order to frequency and importance, »© could set up ideal curricular in teacher education institutions in order to prepare teachers for future tasks. The curriculum patterns at the start of the century are no longer valid for the present-day society of expanding, democratic ideals. La Salle stated that tea must seek out the basic trends in the modern world and their implications for the physical educators, preparing youth for the world as it exists here and now. In recent years the school has been forced to take on additional responsibilities. Fundamental changes in the structure of home, family, and society dictate new demands on the school* Cowell states that The nature and philosophy ©f our society, our institutions, or social problems and trends all have implications for the curriculum

A Study Of The Curriculum Of The Douglass Elementary School, Mexia, Texas

Much emphasis has been placed on planning the elementary curriculum to meet the child*s interests and needs. The curriculum should provide the child with a variety of experiences that will enable him to succeed in the society of which he is a member. In order that pupils of the Douglass Elementary School will live more effectively in the complex contemporary society, the curriculum should include various wholesome activities and educative experiences. Through these activities, the child should be able to explore and discover his interests and abilities. Experiences should be provided in the Douglass Elementary School which will equip the pupils with the foundation they will need to participate fully in the high school programs. The school programs should also prepare the pupils to meet the demands of the society. The curriculum of the Douglass Elementary School of east Mexia, Texas, falls to provide some of the experiences which should be available In the elementary school. Most of the pupils of this school will enter the high school department of the Dunbar High School of Mexla* Texas. In the Dunbar High School, there will be activities in which some of these pupils will want to participate# With a limited background in some of the areas of study these students will be at a disadvantage# These limitations will prevent the full development of the child and cause the child to have a feeling of insecurity

Card and note from Stony and Dot (undated)

Card and note from Stony and Dot [Dorothy and Delmar Jackson] to Hubert Creekmore expressing congratulations for the recent publication of his anthology; asks for information about his novel; and shares the news about the new editors of the O\u27Henry Prize Stories Anthology.https://egrove.olemiss.edu/creekmore/1898/thumbnail.jp

Decolonizing Community Writing with Community Listening: Story, Transrhetorical Resistance, and Indigenous Cultural Literacy Activism

This article foregrounds stories told by Kiowa Elder Dorothy Whitehorse DeLaune in order to distinguish “community listening” from “rhetorical listening” and decolonize community writing. Dorothy’s stories demonstrate “transrhetoricity” as rhetorical practices that move across time and space to activate relationships between peoples and places through collaborative meaning making. Story moves historic legacies into the present despite suppression enacted by settler colonialism, and story yields adaptive meanings and cultural renewal. When communities listen across difference, stories enact resistance by building a larger community of storytellers, defying divisive settler colonialist inscriptions, and reinscribing Indigenous peoples and their epistemologies across the landscapes they historically inhabit

Sleep quality and the treatment of intestinal microbiota imbalance in Chronic Fatigue Syndrome: A pilot study

Chronic Fatigue Syndrome (CFS) is a multisystem illness, which may be associated with imbalances in gut microbiota. This study builds on recent evidence that sleep may be influenced by gut microbiota, by assessing whether changes to microbiota in a clinical population known to have both poor sleep and high rates of colonization with gram-positive faecal Streptococcus, can improve sleep. Twenty-one CFS participants completed a 22- day open label trial. Faecal microbiota analysis was performed at baseline and at the end of the trial. Participants were administered erythromycin 400 mg b.d. for 6 days. Actigraphy and questionnaires were used to monitor sleep, symptoms and mood. Changes in patients who showed a clinically significant change in faecal Streptococcus after treatment (responders; defined as post-therapy distribution<6%) were compared to participants who did not respond to treatment. In the seven responders, there was a significant increase in actigraphic total sleep time (p=0.028) from baseline to follow up, compared with non-responders. Improved vigour scores were associated with a lower Streptococcus count (ρ=-0.90, p=0.037). For both the responders and the whole group, poorer mood was associated with higher Lactobacillus. Short term antibiotic treatment appears to be insufficient to effect sustainable changes in the gut ecosystem in most CFS participants. Some improvement in objective sleep parameters and mood were found in participants with reduced levels of gram-positive gut microbiota after antibiotic treatment, which is encouraging. Further study of possible links between gut microorganisms and sleep and mood disturbances is warranted

Justice and the Mathematics Classroom: Realizing the Goals of the AMTE Standards for Preparing Teachers of Mathematics

This chapter is an introduction to justice in the post-secondary context of mathematics courses for prospective teachers. The chapter is a research-to-practice report (i.e., it describes an aspect of instruction and discusses how it is informed by, connects to, or is illustrative of findings from research). While the reader might be any type of mathematics teacher educator, the focus here is supporting those who teach mathematics content courses for elementary school teacher candidates. In addition to having an effect on discipline-specific knowledge, college mathematics classes contribute to the ways candidates communicate in/with/through mathematics in working with children. The chapter includes discussion of the keys of mathematical literacy: mathematics for and of justice and examples of what the ideas look like in practice. The examples include information from research and a reference case presented as the accumulation of experiences for Kara Thomas and Dr. Rhodes. The case is a means for exemplifying issues such as equity, agency, and identity in the mathematics classroom

The Iowa Homemaker vol.20, no.2

Your College Home, Editor, page 1 Home Economics Cabinet, Florence Byrnes, page 2 Study on a Budget, Dorothy Lee Conquest, page 4 Forward March with Confidence, Eleanor White, page 6 Home Economist from Far Away, Ruby Jackson, page 7 It’s a Man’s World, Gaynold Carroll, page 8 Art, Music, and Literature Mingle, Nancy Mason, page 10 Who’s Who on Campus, Dorothy Anne Roost, page 11 What’s New in Home Economics, page 12 Women’s Athletics Will Enter New Home, Jeanette Foster, page 14 Personalize Your Letter Writing, Virginia Kirkpatrick, page 15 Behind Bright Jackets, Marjorie Thomas, page 16 Coed Concoctions, Marian Dougan, page 18 Alums in the News, Bette Simpson, page 20 Give Beauty a Chance, Ida Halpin, page 22 Journalistic Spindles, Ruth Jensen, page 2

Lay and Expert Knowledge in a Complex Society: The AFS Teagle Foundation Project

The Teagle FoundationHow Do You Know What You Know? 2-3, Jay Mechling; Lay and Expert Knowledge in the Community College 4-5, Sean Galvin; Teaching to Live with Moving Horizons of Knowledge: Folklore Studies and New Social Problems 6-7, Jason Baird Jackson; Confronting Alternative Realities 8-9, Howard Sacks; Knowledge Gaps, Lay Experts and Feedback Loops 10-11, Sabina Magliocco; Fostering Critical Engagement through Experiential Learning 12-13, Danille Elise Christensen; Documenting Community Knowledges in Houston 14-15, Carl Lindahl; The knowledge gap as it relates to the concept of expert and lay knowledge 16-17, Tom Mould; What can student vets teach the teachers? An observer's perspective 18-19, Dorothy Noye