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Saddle Sore: Skeletal Occupational Markers of Habitual Horseback Riding
Get PDFHorses became a prominent part of everyday life for many tribes and communities many centuries ago. The horse has been used for transportation, war, and pleasure. These people who habitually used horses for all of these different functions show evidence of this within their skeletal remains in antiquity. The human skeleton can deform and change based on the amount of stress and activity put onto the bones. Seeing the affects of horseback riding on the human skeleton can help researchers, archaeologists and anthropologists find out more about the communities that they are looking at. The skeletons from antiquity and modern-day horseback riders can be affected in similar and differing ways, the body can start to form different growths or pits based on the level of stress. The human skeleton is amazing, but can give great insight into the lives of people everywhere
Fountain of Jezreel
No full textSyria. Fountain of Jezreel (\u27Ain Jalud) located at the foot of Mt. Gilboa.https://digitalcommons.brockport.edu/syria_slides/1060/thumbnail.jp
Experimental Evaluation of Self-directed Versus Instructor-assisted Online Applied Behavior Analysis Training: Examination of Post-Knowledge and Application Assessments with Minority Students
Get PDFGiven the growing demand for applied behavioral analysis (ABA) training, self-instructional online programs could be useful to teach strategies to various individuals who are minority-ethnic and may need training (e.g., therapists, college students, parents). Although self-directed online training has been shown to be an effective learning method, little research has been done examining the best methods of online training with ethnic minority students. Past research suggests that instructor-assisted training may help minority-ethnic students overcome difficulties (low satisfaction, engagement, motivation, and understanding) with online training material. Participants reported issues based on possible cultural factors (i.e., miscommunication, negative perceptions from instructors, misunderstandings) and feelings of isolation negatively affecting their performance. In this study, a mixed subjects cross over experimental research design was used to evaluate the instructional effectiveness of learning ABA material by minority-ethnic college students in two online conditions (self-directed versus instructor-assisted). Post knowledge and application assessments measured participants’ acquisition of ABA material in each online training condition. Subjective evaluation assessments measured participants’ perceptions of the two online training conditions. The present study showed no statistically significant difference in participants’ mean post-knowledge and application assessment scores and no difference in online training preference. However, participants’ perceived that learning was greater in the instructor-assisted training condition in comparison to the self-directed training condition. Further research is needed for empirically informed decisions concerning the best way to provide online ABA training with minority-ethnic groups
Implementing Comprehensible Input in the World Language Classroom
Get PDFUsing Comprehensible Input (CI) strategies to accomplish Second Language Acquisition (SLA) as defined by Krashen (1982) is gaining traction throughout World Language classrooms. By providing input to students that is comprehensible, yet slightly challenging, they can be introduced to new grammar and linguistic concepts that will enhance the acquisition process. However, teachers must use a variety of CI strategies in the classroom in order to be most successful. The CI strategies must also be tailored to the level that is taught; CI strategies should look different in a classroom of students at the novice level than they do in a classroom of students at the intermediate levels. The researcher conducted a survey in the World Language Department of Spencerport Central School District in Spencerport, New York in order to discover how CI strategies are being used in the classroom and how much knowledge the teachers have about Second Language Acquisition. The surveys revealed that teachers need more training in the research surrounding SLA and CI. In order to train World Language teachers on the key components of Second Language Acquisition and using CI to accomplish it, the researcher has put together a manual and Professional Development component that guides teachers through the process of selecting input that is comprehensible and using strategies in the World Language classroom regardless of the level that is taught
Eliminating Low Expectations for ELLs
No full textEnglish Language Learners have reported feeling uncomfortable and stigmatized in U.S. mainstream classrooms as their teachers feel ill-equipped to address ELLs’ linguistic, socio-cultural, and assessment challenges (Lucas, Villegas, & Freedson-Gonzales, 2008). The problem arises that teachers are not consistently creating and communicating high expectations for ELLs. The research suggests that this problem is related to teacher training inadequacy, misconceptions about ELLs\u27 academic and linguistic development held by educators, and the lack of effective bilingual education. I designed a PD for middle and high school mainstream teachers. The PD will offer concrete ways for teachers to implement high expectations into their lessons such as creating language objectives sensitive to ELLs\u27 linguistic and academic development. ELL education in mainstream classrooms can benefit from the information presented in this project as teachers can become more informed about and skilled in determining the best ways to support ELLs’ linguistic, socio-cultural, and evaluative developments
Supporting ELLs Literacy Outcomes by Using Tools
No full textMany general education teachers feel confused and overwhelmed when working with ELLs because they may not have the proper training or knowledge to support this population of students. This is a problem because most ELLs academic achievement scores in reading are lower than their non-ELL peers. ELLs face three overarching challenges including, linguistic, sociocultural and assessment challenges, which impact their learning. To remediate these challenges and address the problem educators will learn through two professional development sessions how to implement various tools including graphic supports and sensory supports to enhance instruction for ELLs. After these two professional development sessions, educators will know how to evaluate and choose graphic supports to use with lesson materials and tests or assessments. They will also know how to select appropriate graphic organizers and modify them using graphic supports
Factors to Consider in Preparing Adapted Physical Education Teachers to Teach in Urban Settings
Get PDFThe purpose of this synthesis was to identify the various factors to consider in preparing adapted physical education teachers to teach in urban settings. The literature examined twelve articles that were chosen to be included in the critical mass. The following five research questions were answered: (a) what are the contextual factors and challenges that influence teaching in an urban setting? , (b) what are the unique concerns and challenges of adapted physical education teachers? (c) What are the teachers’ perspective regarding the challenges of teaching physical education in urban settings?, (d) what are the teachers’ attitudes and perspective on teaching children with disabilities in physical education?, and (e) what are the best practices for preparing adapted physical education teachers for urban settings?.
Results indicated that the biggest contextual factors and challenges that influenced teaching in urban settings were inadequate gym space, limited parental involvement, insufficient funding and lack of resources. The unique concerns of adapted physical education teachers consisted of large caseloads, lack of support from paraeducators and administration and a lack of equipment. Teachers believed that the biggest challenge for them was the lack of administrator support, inadequate equipment and insufficient cultural knowledge relevant to the students. In addition, teachers believed that teaching students with disabilities was a challenge due to the lack of support from administration, insufficient coursework received from their PETE program, insufficient opportunities to take part in professional development and the abundance of paperwork. Overall, the best practices indicated are for APE teachers to become proficient in student backgrounds, increase support from administrators and staff members, require less paperwork and more opportunities for professional development
Conversations About the Dance Department\u27s Early Days
No full textThis is a video of conversation between leading figures in the history of the Dance Department which took place in the Alumni House, Spring 2019.https://digitalcommons.brockport.edu/dns_archives/1009/thumbnail.jp
An Investigation into Tax-Exemption for Churches and Religious Institutions
Get PDFThe First Amendment of the U.S. Constitution provides for a separation of Church and State, a right that provides the grounds for churches being exempted from filing and paying their taxes. This right has been defended time and time again in the U.S. Supreme Court, as justices uphold that government and religion need not be intertwined. There are valid arguments both for and against requiring churches to file their taxes and considering the significant portion of the economy that is made up by churches, it is an issue worth looking into. My research concludes that churches should be treated the same as every other individual person, business, and not-for-profit organization in the United States, and be required to file their taxes. Whether they should be paying taxes is a separate issue, but they should at the very least be more transparent about their finances for accountability to the church members and the surrounding community