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Does Product Liability Make Us Safer?
No full textarticle published in an economics journalProduct liability law is intended to create an environment that fosters safer products. However, this law often has adverse consequences. Some of the problems stem from the inherent nature of product risk decisions and the function of tort liability, while others may derive from individuals’ cognitive limitations and inability to think properly about balancing risk and cost. This paper examines both types of problems and summarizes relevant academic literature
Unit of Curriculum for Low Track (Normal Technical) High School Students in Singapore
No full textTeaching and Learning Department Capstone ProjectIn this project, I describe a unit of curriculum designed for Secondary Three Singapore students in the Normal Technical (NT) stream. Being in the lowest track, NT students are often perceived through a deficit lens by their peers and broader society as being incapable of learning, posing the risk of NT students assuming this view of themselves and disengaging academically as a result of the “stereotype threat” (Steele, 1995). While society holds low expectations for NT students in terms of academic performance, NT students often do perform poorly, causing researchers to call for more emphasis on exploring ways of helping NT students learn more effectively, and providing more professional development opportunities for teachers of NT students (Ismail & Tan, 2006). This curriculum unit was designed in response to this call, focusing on student engagement. Guthrie and Davis’ (2003) six guiding principles in his proposed engagement model are key features in the curriculum unit on the theme of social justice in Singapore, with supporting student autonomy as a chief consideration. In addition, the curriculum unit seeks to include students’ funds of knowledge (Moll & González, 2004), to not only make school-based learning personally relevant to students, but also as a means of affirming students’ home cultures and the value of their personal experiences.Department of Teaching and LearningPeabody College of Education and Human Developmen
Peter Hayes and John K. Roth, Eds., The Oxford Handbook of Holocaust Studies
No full textThis work was originally published as Geller, Jay. 2012. "Peter Hayes and John K. Roth, Eds., The Oxford Handbook of Holocaust Studies." The Journal of Religion 92 (1): 147 - 49. doi:10.1086/663750
American Education for the Chamorros: Reconciling Benevolence and Military and Civilian Educational Objectives in the U.S. Administration of Guam in the Early Twentieth Century
No full textHistory Department Honors Thesis, 2012. Awarded Highest Honors.Department of HistoryCollege of Arts and Scienc
To Fight, and to Find Ourselves – Formation of an Identity through Chinese Americans’ World War II Military Experiences
No full textHistory Department Honors Thesis. 2012. Awarded Honors.Department of HistoryCollege of Arts and Scienc
Algebra as a Civil Right
No full textTeaching and Learning Department Capstone ProjectThis paper addresses the argument that algebra should be viewed as a civil right and mode for social justice. The framing question addressed is, “How and why is algebra a civil right?” The goal of the paper is to discuss how effective algebra instruction is beneficial for students beyond academic achievement. Algebraic knowledge provides students with a skill set that they can employ to better understand, evaluate, analyze, and critique the society in which they live. Through logical skills and quantitative analysis, students are able to view the world through a reflective and transformative lens. The conceptual frameworks for this paper include the tenets of Culturally Relevant Pedagogy and Social Justice Pedagogy. While some may argue that math is not for everyone because some jobs do not explicitly use algebra, these pedagogical philosophies allow educators to see the benefits that algebra has beyond mathematical literacy and achievement. If algebra is taught as relevant to students’ lives and as a tool for building equity, students can transfer their mathematical knowledge outside the classroom. During this paper, the Algebra Project will be used as an exemplary initiative to demonstrate both the academic and social benefits of high quality algebra instruction.Department of Teaching and LearningPeabody College of Education and Human Developmen
Alphabet Soup: Making Sense of Spelling Instruction
No full textTeaching and Learning Department Capstone ProjectThis essay explores the orthographic discipline of spelling instruction. More specifically, the spelling of English words is examined and the resulting suggestions for implementation and instruction in the classroom are discussed and evaluated. Beginning with a broad sweeping look at the entire field, the opposing theories of “caught” spelling and “taught” spelling are examined and critiqued (Graham et al., 2008; Johnston, 2001). Those who ascribe to a “caught” theory of spelling believe that pure literary exposure will yield capable spellers. In other words, the ability to spell correctly is a skill that can be imitated if a student has enough exposure. On the other hand, many educators believe that simple interaction with literary devices such as books and oral communication does not guarantee an accurate acquisition of spelling knowledge and ability. Rather, the majority of students must receive a multitude of instructional techniques that include exposure, but do not solely rely on it for the means of spelling attainment. Evidence suggests that students must be taught how to spell and not just catch it when reading or writing (Bear & Templeton, 1998; Henderson, 1985; Moats, 2005/2006). Moving forward from this theoretical base, a look will be given to the history of the English language and then the focus will turn towards trends that have shaped spelling instruction. Next, the information presented will gain traction as it is applied to the actual practice of teaching as the implications for curriculum including methods regarding assessment and considerations for adaptations are discussed. Finally, a survey conducted by Carreker, Joshi, and Boulware-Gooden (2010) adds to the literature on teacher preparation and their insights regarding professional development bring depth to the link between teacher knowledge and student achievement.Department of Teaching and LearningPeabody College of Education and Human Developmen
The Effectiveness of a Targeted Communications Campaign to Improve Student Persistence
Get PDFLeadership Policy and Organizations Department Capstone ProjectDepartment of Leadership Policy and OrganizationsPeabody College of Education and Human Developmen
When Mission and Market Forces Intersect: A study of NAIS member schools navigating an economic recession
Get PDFLeadership Policy and Organizations Department Capstone ProjectDepartment of Leadership Policy and OrganizationsPeabody College of Education and Human Developmen
Product Liability and Regulation: Establishing the Appropriate Institutional Division of Labor
No full textarticle published in economic reviewSociety has several institutional mechanisms that promote the control of product health and safety risks and compensation of the income losses that these risks generated. For risks traded in the market, economic forces at work foster each of these objectives.
Social insurance programs, such as worker's compensation, promote the compensation objective directly and influence safety incentives through the meritrating procedure. Two additional institutional mechanisms, which are the focus of this paper, are tort liability and regulation. Each of these institutions has assumed a more active role in the last two decades and has been the focus of considerable academic and policy debate