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“MAKINGS OF A TEENAGE REVOLUTIONARY”: AN ANALYSIS OF POWER THROUGH THE LENSES OF GENDER AND INSTITUTION WITHIN THE UNIVERSES OF FRANK HERBERT’S DUNE AND SUZANNE COLLINS’ THE HUNGER GAMES
No full textIt is my objective within this paper to lead us through an in depth analysis of both Katniss Everdeen and Paul Atriedes, investigating every feature of their lives especially in the ways that they compare and differ to one another, after all, it is their written depth and complexity that makes them and their novels so fascinating to the public and earning them fame. Through my exploration, I hope to shed some light on the ways these three elements work and coincide with one another within both narratives. To separate them from one another and simply examine them as independent and respective topics is something that I deem to be impossible. I hold the belief that they are to be studied within the scope of relativity to one another and that is the manner in which I intend to conduct this investigative paper. While within this essay my goal might be to understand power, sex and institution and their interconnection to one another, I expect by my conclusion to have raised more questions for us than I have answers and it is only then that I would believe myself to have succeeded
PERCEPTIONS OF TEACHERS, ADMINISTRATORS AND COUNSELORS ON THE ADAPTATION AND INTEGRATION OF SOCIAL EMOTIONAL LEARNING STANDARDS IN ACADEMIC SETTINGS
Get PDFThis qualitative study aims to explore the perceptions of teachers, administrators, and counselors on the definition, adaptation, and integration of Social Emotional Learning (SEL) within Mae Wright School District. The district’s commitment to educating the whole child has prompted efforts to incorporate SEL into the academic and social environments. Through semi-structured interviews, this study examines how teachers, administrators, and counselors define SEL and their perceptions on the adaptation and integration of SEL standards in academic settings.. Findings reveal diverse interpretations of SEL, with varying levels of support and understanding among participants. Teachers highlighted the need for practical strategies, while administrators emphasized the importance of SEL for school climate and student behavior management. Additionally, counselors noted the role of SEL in fostering student well-being and emotional resilience. By utilizing a structured program such as Leader in Me, and offering school-wide initiatives, SEL is made accessible to all students. The holistic approach is a conduit to educating the whole child and contributing to a more supportive and inclusive school culture. While participants offered varying definitions of SEL, they converged on core concepts that align with SEL’s purpose in enhancing social emotional learning. Challenges highlighted by four participants include adapting SEL in the high school settings
LOOKING BACK AND LOOKING AHEAD: VETERAN TEACHERS REFLECT ON THE IMPACT OF THE ONLINE EDUCATIONAL MARKETPLACE ON PROFESSIONAL IDENTITY
Get PDFIncreasingly complex, diverse, and inclusive classrooms require the direction of a highly skilled teacher who is committed to continual professional growth. Although many research studies have addressed professional growth and identity development among pre-service and early career teachers, few have investigated the long-term evolution of professional identity. Understanding the influences and characteristics that shape professional identity throughout the career can yield important insight into why some teachers continue to thrive and grow while others stagnate. The purpose of this multiple case study is to explore the evolution of the professional identity of elementary school teachers (K-5) in the northeastern United States, with a focus on the influence of the online educational marketplace (OEM) on lesson design. It uses lenses constructed from Dewey\u27s Theory of Experience (1938), Knowles\u27 (2020) Theory of Andragogy, and Mezirow\u27s (1991) Transformation Theory to consider the educative or mis-educative nature of OEM experiences in relation to evolving professional identity and lesson design. It also uses elements of the 4A Framework for Evaluating Digital Instructional Materials (Rice & Ortiz, 2021), including accessibility, active engagement, advocacy for inclusion, and accountability and of the Framework for 21st Century Learning (2019), including creativity, critical thinking, communication, collaboration are used to describe students\u27 (potentially) transformative experiences. Observations of lesson planning sessions, individual interviews, and artifacts document the professional life history, current practices, and continuing career paths of five veteran elementary teachers. The study concludes with a focus group where all participants discuss the analytic narratives developed from the data to ensure accuracy and enhance participant validation
AN ETHNOGRAPHIC SURVEY OF HISPANIC PARENTAL EXPERIENCES WITH SPECIAL EDUCATION
Get PDFThis study explored Spanish-speaking parents\u27 involvement, perception, and experience with Committee on Special Education (CSE) meetings. This study also sought to gauge knowledge and understanding of special education law. Special education law explicitly states that parents should be active participants in CSE meetings and have a role in creating their child\u27s Individualized Education Program (IEP). Schools are mandated to abide by special education laws and conduct meetings in which every parent has a fair opportunity to collaborate and discuss the child\u27s educational program. Previous research shows there may be a disconnect between Spanish-speaking parents and their children\u27s educators. This study collected qualitative data by way of seven individual interviews with Spanish-speaking mothers. Findings showed that Spanish-speaking parents must be better informed of legal rights when they have a child requiring special education services. Findings also suggest that although Spanish-speaking parents attend CSE meetings and report feeling comfortable participating in the meeting and asking questions regarding their child’s educational placement and services, they are taking a passive role during the meeting. By introducing increased awareness to parents of the role they can play in their child’s educational program may enable the child to be more academically successful.
Keywords: Spanish-speaking, mothers, special education, Individuals with Disabilities Education Act, Committee on Special Education, procedural safeguards, parental involvemen
TEXTUALISM, JUDICIAL DISCRETION, AND THE PHILOSOPHICAL LEGACY OF JUSTICE ANTONIN SCALIA
Get PDFThis thesis explores the interpretive theory of textualism as developed and practiced by Justice Antonin Scalia, examining its core commitments, methodological boundaries, and enduring influence on American constitutional law. While Scalia often emphasized the constraining force of text, his approach also reveals internal tensions that complicate the relationship between judicial restraint and discretion. Through detailed analysis of primary opinions, such as District of Columbia v. Heller and Crawford v. Washington, alongside critical commentary from legal scholars and Scalia’s own extrajudicial writings, this thesis demonstrates that textualism operates as a structured framework within which constrained interpretive judgment is exercised. The thesis interrogates the theoretical coherence of textualism’s supposed neutrality, its relationship to originalism, and its selective application in contemporary jurisprudence. Ultimately, it argues that Scalia’s legacy lies less in doctrinal purity than in the institutionalization of a judicial philosophy that legitimates certain forms of discretion while formally rejecting others—a duality that continues to shape interpretive debates within the Court
MENTAL HEALTH EDUCATION LITERACY IN SCHOOLS: AN EXPLORATORY ANALYSIS THROUGH A QUALITATIVE MULTI CASE STUDY AND PHENOMENOLOGICAL APPROACH
Get PDFDue to the significant rise in student mental health concerns, schools are now challenged to find better ways to support students’ overall well-being. The critical importance for schools to include mental health education into their curricula is due to the substantial behavioral changes in students. Educational systems are seeing an increase in student school refusal, suspensions, and cyberbullying, as well as mental health disorders such as depression and anxiety which result in elevated crisis response and emergency room visits due to suicide ideation. The purpose of this study was to understand existing mental health education literacy programs in schools and their impact on students’ overall well-being. Through a qualitative multi-case study and phenomenological approach, the researcher explored educators’ perceptions of existing mental health education programs which support a student’s mental health and the obstacles schools face when trying to implement comprehensive mental health education literacy programs. The focus of this research provided evidence for schools when creating a mental health literacy framework, which hopefully can begin to address the mental crisis amongst our youth. This study intended to fill the gaps in research that have yet to fully explore the implementation of a mental health education literacy framework in schools. Future research will contribute to the areas of health education in schools, providing a framework to utilize when restructuring school programs to be more comprehensive by including mental health education for both students and educators
AN EXAMINATION OF ASSESSMENT PRACTICES FOR EMOTIONAL DISTURBANCE IN SCHOOLS: A SYSTEMATIC REVIEW
Get PDFSchool Psychologists are tasked with providing an array of evidence-based practices, though research has found that 50% of school psychologists’ time is spent in assessment (Benson et al., 2019). Although school psychologists are not solely making decisions based on assessment data, their evaluations are important and at the forefront of committee decisions within Special Education (Sullivan et al., 2019). Assessment plays a vital role in a struggling child’s educational track; therefore, it is imperative to consider what assessment practices and factors are informing crucial eligibilities and data-based decisions. A particularly challenging category within assessment in special education is determining ED. (Hanchon & Allen, 2013) As a result, school psychologists can risk making critical decisions about a student based on subjective data. Moreover, the definition has led to criticism in methods in which students are identified as ED as well as how to serve students in this population. There has been an increasing concern towards the disproportionately classified youth within ED and their outcomes (Chen, Symons, Reynolds, 2011). The current study reviewed the literature on assessment practices for ED and students\u27 PAR-ED. Key concepts were created and coded as part of the systematic review; (1) EBA characteristics (which included Method and Tools, Processes and Procedures, and Key Concepts and Features), (2) School Based Assessment Characteristics, and (3) ED Assessment Characteristics, to determine hypothesis such as; what are commonly reported assessment practices (i,e., tools), challenges with ED assessment, and how well ED assessment covers EBA. The results indicated that behavior rating scales, observations, interviews, and testing were the most commonly reported assessment practices for ED. Within process and procedures, the search found that a multi-method/multi-trait approach was the most commonly recommended practice. Challenges within ED assessment include definitional challenges of ED. Little to no coverage was coded for key EBA concepts and features, due to a lack of relevant data within the articles reviewed. Overall, EBA’s practices, processes, and methods within school settings when evaluating ED/PAR-ED was mostly absent within this search, suggesting a major gap in the field and thus adding to the limited body of research on this topic
OPENING PANDORA’S BLACK BOX IN THE NEXUS OF MEDIA, CONSCIOUSNESS AND AI
Get PDFThis research examines the intersection of media, artificial intelligence, and consciousness through an ethnographic analysis spanning 1940-2024. The study introduces the concept of Darrative as a framework for understanding how consciousness processes information, challenging traditional rational choice theory while extending beyond Fisher\u27s narrative paradigm. A key contribution is the development of the Thinking System model, demonstrating how information processing occurs through darrative frameworks. The methodology employs Latour\u27s actor-network theory to examine how scientific knowledge is constructed and stabilized through networks of human and non-human actors. Using a systematic Boolean search through academic databases, the study initially identified 15 relevant peer-reviewed articles (2020-2024), later expanding to include works from 1940-2024 due to methodological limitations. The analysis reveals four distinct research epochs: the Foundational Period (1940-1979), characterized by computational frameworks and binary approaches; the Integration Period (1980-1999), marked by neural network models and cognitive theories; the Contemporary Period (2000-2015), featuring sophisticated empirical approaches; and the Current Period (2015-2024), reflecting convergence of multiple research streams and artificial consciousness studies. A significant finding suggests that information serves as the fundamental nexus connecting media, consciousness, and AI. The study develops a metaphor comparing information management to food production and consumption systems, proposing similar regulatory frameworks and quality controls. This analogy encompasses the evolution from local to mass production of information, quality control mechanisms, information diets , and potential information pollution. The research applies Latour\u27s ethnographic approach to analyze information production, labeling, distribution, and consumption, revealing complex networks of human and non-human actors. The findings have important implications for developing regulatory frameworks for AI and media technologies, including the need for information labels and quality indicators. The study concludes that information consumption, like food consumption, significantly influences collective consciousness and political dialogue, necessitating careful consideration of regulatory approaches in an increasingly AI-mediated world.different disciplines
THE IMPACT OF CAREER AND TECHNICAL EDUCATION PROGRAMS ON HISPANIC HIGH SCHOOL GRADUATION
Get PDFhis quantitative correlational research study investigated the impact of Career and Technical Education programs on the graduation rates of Hispanic high school students. Specifically, this study discussed the challenges our Hispanic students face in our public school system regarding access to quality education that prepares them to graduate and be college and career ready. The study relied upon Kolb\u27s experiential learning theory model, which divides the learning experience into four modes. 1. Concrete experiences 2. Passive reflective observation 3. Abstract conceptualization 4. Active Experimentation. According to Kolb & Kolb (2005), experiential learning theory and real-life learning in the context of career and technical education programs can significantly enhance academic achievement. Utilizing Kolb\u27s framework and national data from the High School Longitudinal Study (HSLS:09), this study analyzed the following: (1) What is the difference in high school graduation rates between Hispanic and non-Hispanic students? (2) What is the difference in the number of CTE credits earned by Hispanic and non-Hispanic students? (3) To what extent are CTE credits earned related to the High School graduation of Hispanic students? The sample of this study consisted of a subset of 3,797 Hispanic students. A Chi-square statistical analysis was used to compare high school graduation rates of Hispanic and non-Hispanic students. An independent T-test analyzed the difference in the number of CTE credits earned by Hispanic and non-Hispanic students. A logistic regression was used to analyze the extent to which CTE credits earned are related to the high school graduation of Hispanic students. The present study is significant because the graduation rate of Hispanic students is 82% compared to the general student population\u27s rate of 86% (NCES, 2023). Career and technical education programs can become the equalizing factor the Hispanic community can rally behind, as many Hispanic immigrant students travel from all over the world to this country to achieve the American dream through hard work and trade
NEUROPHYSIOLOGICAL INDICES OF LEXICAL TONE PROCESSING IN CHILDREN WITH DIFFERENT LANGUAGE BACKGROUND
Get PDFThe development of lexical tone processing in children is shaped by both language experience and acoustic salience. While mismatch responses (MMRs) and late negativity (LN) components of event-related potentials (ERPs) have revealed early sensitivity to lexical tone in monolingual children, the timeline for achieving adult-like neural responses—particularly for acoustically distinct versus subtle tone contrasts— remains unclear. Moreover, little is known about how bilingual language experience, especially with tonal versus non-tonal home languages, modulates this neural processing. This study employed a passive multi-oddball paradigm using Mandarin Tone 3 (low dipping) as the standard, and Tone 1 (high level) and Tone 2 (rising) as deviants, to examine ERP responses in bilingual Mandarin-English, bilingual Spanish-English, and monolingual English-speaking children aged 5 to 10. Between 100–300 ms, bilingual Mandarin-English children exhibited significantly larger mismatch negativity (MMN) amplitudes at frontal and midline sites (F3, Fz, C3, Cz), indicating enhanced early auditory discrimination shaped by tonal language exposure. Between 300–500 ms, LN responses emerged for both Tone 1 and Tone 2 in the bilingual Mandarin-English group, most robustly at F3 and Fz, while the English and Spanish groups showed LN primarily to the more acoustically salient Tone 1. In contrast, the Spanish-English group exhibited a robust LN response F4 and C3 for Tone 1, suggesting differential engagement of attentional or cognitive mechanisms across groups. Together, these findings highlight both a bilingual language effect and a home language effect, highlighting how early language exposure differentially shapes the neurophysiological mechanisms underlying lexical tone processing during childhood