19354 research outputs found
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EXE524
No full textCommunication skills for individuals with Autism Spectrum Disorder (ASD) and/or other developmental disabilities/delays using functional sign language and other communication modalities. Overview of the nature and characteristics of ASD and the impact communication has on behavior, social-emotional development, and activities of daily living. Evidence-based assessments/interventions for communication/behavioral aspects of ASD
NFS435
No full textThis course explores scientific literature in nutrition including an analysis of the creation of evidence-based guidelines and research presentation formats. Focuses on using literature reviews to apply critical thinking in clinical practice
FLM511
No full textExploration and application of concepts and processes of image and sound pre-production, production, and post-production including budget and legal planning, casting, lighting and camera technique, video editing, and audio editin
FLM530
No full textConstruction of a pitch for an original feature film, character sketches, treatment, and the first act of a screenplay. Part one of a two-part Writing the Feature Screenplay sequence
The Rise and False of Confederate Monuments
Get PDFRemoving Confederate monuments in the United States has caused a racist, violent, and deadly backlash. Those who are against removing Confederate monuments make claims that doing so is erasing history and culture. This thesis argues that removing these monuments corrects history because Confederate monuments are not historically accurate. Factual historic evidence is provided as well as literature to support this claim. Case studies are provided that explore different institutional responses to racist Confederate monuments and problematic museum displays. This paper explores the responsibility that historic public spaces must ensure accurate information is available to the American public
Examining the Effects of Annotating Text Strategies with Eighth Grade Students
Get PDFWith the ever increasing developments in technology, many question what it means to teach the skill of reading in such an unprecedented digital age. Not since the conception of the printing press have we seen such rapid changes in literacy and therefore the question of whether reading can be taught using a digital medium in order to equip learners with skills needed for the 21st century is a common discussion in the education field among educators and institutions. It is correct to say that this new era has drastically changed reading practices and behaviours towards reading as younger generations have shown they are proficient at reading digital texts just as they are when they are presented with a printed text due to how commonplace digital formats of text have become (Chen & Chen, 2014). Furthermore, it should not be assumed that one format is seen as more important than the other in terms of educational value in the eyes of the readers
Perceptions of Teachers & Parents on Creativity in Schools: A Business Solution to Support Student Creativity Through Adult Training
Get PDFUsing research on the perceptions of creativity from parents and teachers, a business proposal is developed to support student creativity in schools through adult training. Perceptions of creativity vary greatly for teachers and are more consistent for parents. One possibility for this is that there is much more research about teacher perceptions than parent perceptions for this topic. One consistent finding across both populations is that when an adult has higher self-efficacy for creativity they are better able to identify and support creativity in others. Thus, a business plan has been developed to increase personal creativity in teachers and parents while increasing knowledge of creativity and how to foster it. In turn, these adults will be able to better identify and support creative development in children
Practical Skill Building and Application of Sketchnoting and Visual Thinking
Get PDFPractical Skill Building and Application of Sketchnoting and Visual Thinking
In the ever-quickening stream of information flowing toward us, how do we connect and engage with that stimulus in meaningful ways? Where does the new information fit in the mosaic of knowledge we already hold? Sketchnoting and visual thinking are methods that work in harmony with the way our brains work, allowing for deeper absorption and recall. The goal of this project was to build foundational skills in sketchnoting and visual thinking, and then find opportunities to begin applying those skills in real-world situations. This document chronicles the journey and key learnings from the effort along with charting next steps
Developing Strategic Learners: Collaborative Reasoning with Strategy Instruction to Scaffold Debate and Support the Writing of Arguments
Get PDFThe paper explains the role of oral language and dialogic interactions in the development of individual thinking and reasoning processes. Collaborative reasoning and its contribution is explained while examples are shared to illustrate ways to scaffold students’ questioning, meaning making, and writing in the context of read alouds during genre-based writing. A process to support students’ written production that builds on dialogic applications of argumentative discourse is provided, too. Finally, the paper comments on ways that dialogic argumentation scaffolds students’ entry into debate and written argument. Cautionary notes are provided regarding instructional practice and guidelines to teachers
\u27Code Red\u27 in the English Language Arts Classroom: How Turkish Grade 9 Students Respond to Climate Change and Climate Change Education
Get PDFClimate Change is fast becoming one of the most important issues for humanity to address. Education must clearly play a key role in creating future generations that understand the causes, impacts and solutions to this problem so that they can ameliorate the impacts and adapt.
One area many studies disagree on is whether climate change knowledge translates into pro-environmental behaviour or not, and whilst several studies point out that the topic benefits from being taught in a cross-curricula fashion, so that sociological as well as scientific ideas can be appreciated together, the suitability of the ELA classroom to the topic appears to be a gap in current research.
The research questions for this study were therefore as follows: Did the unit lead to a statistically significant difference in awareness in our grade 9 cohort of the causes, impacts and solutions to climate change? Did this unit lead to an increased willingness to act or not? What socio-economic factors were related to willingness to act pro-environmentally?
As with most research on environmental attitudes and intentions this study was survey based. One survey gathered initial attitudes and willingness to act environmentally, and a second survey measured the degree of difference the unit made to those variables. The research can be said to be mixed methods correlational research.
Previous studies by the likes of Hermans and Kohonen (2017) and Wu and Otsuku (2021) have come to the conclusion that students often prefer solutions to the climate crisis that are low cost and limited in impact, and whilst that may be borne out by this study as well, I feel Robert Gifford’s insight into psychological barriers to climate action can help us see these teenagers as similar to ourselves. With more awareness of these psychological barriers and the concomitant empathy it entails, more effective environmental education can occur