The Western Kentucky University Horticultural Gardens: A Design & Implementation Plan

The purpose of this thesis was to design a master landscape plan rnd serve as a preliminary planning tool for the development of Horticulture Gardens at Western Kentucky University. The planning process involved the development of a mission statement and goals for the gardens, analysis of the site, and design of a landscape plan for the proposed six acre Horticultural Gardens located at the WKU farm. Other areas related to the Garden\u27s development explored in the thesis include: an outline of course learning objectives that could be achieved through learning activities conducted at the Horticultural Gardens, an examination of ways to develop a mutually beneficial relationship with the horticulture industry in Kentucky, and an estimate of the costs and possible funding sources for such an endeavor. The development of the Horticultural Gardens can provide a means for the Agriculture Department and the university to forge additional linkages with horticulturally related industries as well as the local community. It can also complement the classroom learning experience And broaden the educational resources of the university while creating an aesthetically pleasing environment to be enjoyed by students, faculty and staff, and the general public

The Perceived Impact of “Culturally Proficient School Systems” on Teachers Professionally, Toward That of Cultural Competence

This paper is a study of the perceived impact of “Culturally Proficient School Systems,” ISD 191’s professional development training, on Gideon Pond Elementary teachers professionally, toward that of cultural competence. It is my belief that it is imperative that teachers become culturally competent in order for students to have equitable access for success within schools in the United States of America. With the public school student population projected to increase in diversity, the National Center for Education Statistics (NCES) predicts that % of public school students will be white students in 2024 which is a decline from 51% of student population in 2012 (U.S. Department of Education, 2016). Fifty-five percent of Burnsville, Eagan, Savage district 191’s students report minority status, according to the district’s most recent seat count data, which is an increase of 10% in the last 5 years (Johnson, 2017). At the same time the K-12 educator workforce is 82% white according to The State of Racial Diversity in the Educator Workforce 2016 statistics (U.S. Department of Education, 2016). The basic concepts about teaching and learning a language that are embedded in the Teaching English as a Second Language program degree was the basis for the Culturally Proficient School Systems (CPSS). This is the title of the district-wide professional development training, with its basis set to ensure learning disparities between and amongst student learning groups be eliminated and all students are ready for graduation. Thus, Cultural Proficiency provides a set of tools which allow individuals and organizations to interrelate with people that have different cultural backgrounds. Lindsey et. al. (2015) has narrowed this individual transformational change down into four sets of tools in cultivating Cultural Proficiency. The first one is the Essential Elements of Cultural Competence with which is aligned with social emotional learning competencies. The last three tools are the Guiding Principles of Cultural Proficiency, Overcoming Barriers to Cultural Proficiency, and The Cultural Proficiency Continuum. The research findings are bases on the comparison of 11 teacher’s initial “Cultural Competence Self-Assessment” (Lindsey, Nuri-Robis, & Terrell, 2009, pp. 295-296) which was taken in Fall 2016 to a current “Cultural Competence Self-Assessment,” which was taken Spring 2019 using a dependent paired t-tests to determine any statistical difference. Teacher participants were specifically evaluated for their responses to Part # 1 “Assesses Culture,” Part #2 “Values Diversity,” Part #3 “Manages the Dynamics of Difference,” Part #4 “Adapts to Diversity,” and Part #5 “Institutionalizes Cultural Knowledge.” The repeated survey over the course of time was especially critical to see the effect of how CPSS training has impacted teacher’s perception of their journey toward Cultural Competence. In general, the results of this study indicate that Gideon Pond Elementary teachers perceived impact of CPSS professional development training toward that of cultural competence professionally, felt more confident and successful over time. These statistics shows that teacher’s recognize themselves incorporating cultural knowledge into educational practices. The concept of the “journey” one takes through the “Five Essential Elements of Cultural Competence” found to be accurate. This could be part of their alignment with social emotional learning competencies, which are based off of emotional intelligence toward a mindset of action that reflect professional practices that are culturally proficient. Altogether, the statistics show that there was a significant statistical difference with valuing diversity, managing the dynamics of difference, and institutionalizing cultural knowledge. These essential elements of cultural proficiency are more about being on the outside looking in. They are more about making things different in the environment that are more tangible which reflect more on one’s interpersonal skills. Whereas the essential elements of cultural proficiency that include assessing culture and adapting to diversity show no statistical difference. These elements are more about reflecting on one’s self, they reflect more on intrapersonal skills and human change which can be uncomfortable

New Men, New Issues: The Formation of the Republican Party in Maine

Review of the book: New Men, New Issues: The Formation of the Republican Party in Maine by Richard R. Wescot

Abolitionists Organize: The Maine Antislavery Society (Conclusion)

This article is part two of two, which reviews the founding, founders and moral tenets of the Maine Antislavery Society

Percival P. Baxter: A Comment

This article analyzes Governor Baxter’s search over the years to find a rational understanding of the term “wilderness.

Abolitionists Organize: The Maine Antislavery Society

This article is part one of two, which reviews the founding, founders and moral tenets of the Maine Antislavery Society

Select List of Unpublished Master\u27s Theses from the University Of Maine: Part II

The article is a listing of unpublished Masters and PhD. theses at the University of Maine Orono

Letter to the Editor

A Letter to the Editor regarding Go Free published in the February, 1971 issue

Harry Lurie\u27s Assessment and Prescription: An Early View Of Social Workers\u27 Roles and Responsibilities Regarding Political Action

Harry Lawrence Lurie\u27s recommendations and analyses concerning social workers\u27 involvement in political action are reviewed. By reviewing some of Lurie\u27s concerns and activities from the 1930\u27s into the 1950\u27s in this area, it is possible to gain helpful guidance and insight into contemporary concerns about social workers in the political arena. Lurie argued consistently for greater involvement by social workers in political action as individuals, as members of professional organizations, and in coalition with other groups outside of social work who were concerned with progressive social change. Lurie also articulated many of the conditions preventing effective political action by social workers