1854 research outputs found
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Life & Relationships
No full textTalked about some life influences and obstacles and the route to moving forward
The Politics of Contagion
No full textNot since the 2008-09 Great Recession and, prior to that, the Great Depression of the 1930s have national elections been conducted during an economic crisis. Due to the coronavirus pandemic, the 2020 elections will be held in the midst of a combined public health, economic, and leadership crisis. This talk will explore the political impact of the pandemic and its implications for the forthcoming presidential, Congressional, and statewide elections
Friedly Farm 1
No full textThe two farms out back: one Beef Cattle and one Dairy. Shot with a wide angle lense
Nest IV
No full textNest IV is a recent work that is part of the series, Nests, which was created during the stay-at-home COVID-19 Pandemic. Nature is busy constructing nests, safe places, that hide and conceal the family unit. Nests are a safe haven against the elements and predators. Like homes humans occupy, nests identify the inhabitants and maker of the environment.
COVID-19 has placed us in a situation where we are asked to stay home, slowing our lives down, which accounts for more time to observe and experience our direct environments. Time based works identify directly with time and space. We are confined to specific spaces for a time – it alters our sense of identity and being. The newly hatched birds in their nest have no sense of history or a pandemic. Their construct has a sense of moment to moment, moving forward in time and space
Dispatches From Student Quarantine, episode 401
No full textSeries of 21 episodes created by COM220. Includes contributions by students Tea Ceresini, Kaitlyn Chambers, Jessica Freels, Sarah Hasenauer, Emily Kuhn, Rachel Little, Olivia Moyer, Patrick Osborn, Rebecca Parsons, Chad Rosenberger, Cameron Scandle, Samantha Seely, William Snyder, Christopher Tongel, and Kevin Wenger
Dispatches From Student Quarantine, episode 305
No full textSeries of 21 episodes created by COM220. Includes contributions by students Tea Ceresini, Kaitlyn Chambers, Jessica Freels, Sarah Hasenauer, Emily Kuhn, Rachel Little, Olivia Moyer, Patrick Osborn, Rebecca Parsons, Chad Rosenberger, Cameron Scandle, Samantha Seely, William Snyder, Christopher Tongel, and Kevin Wenger
Translanguaging in a middle school science classroom: constructing scientific arguments in English and Spanish
No full textIn this article, we investigate translanguaging in an English/Spanish dual language, urban, middle school science classroom as the teacher and students employ a scientific argumentation framework to address biodiversity socioscientific issues. Drawing from theories of sociocultural psychology and sociolinguistics, we considered how engaging in scientific practices was constructed through concerted activity by a bilingual teacher and her emergent bilingual students across English and Spanish language practices. Using ethnographically informed data collection in conjunction with discourse analysis, teacher translanguaging was examined for its related functions in the science classroom and how this pedagogical practice afforded opportunities for framing and supporting scientific argumentation. Results suggest that the functions of teacher translanguaging fell into three main categories: maintaining classroom culture, facilitating the academic task, and framing epistemic practices. Of the three categories of translanguaging, this paper focuses on how framing epistemic practices proved to be of paramount importance in the teacher presenting and supporting the suite of practices comprising scientific argumentation