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B1: Geology of the Bald Mountain-Saddleback Wind Range, West-Central Maine
No full textBald Mountain, between Wilton and Weld in west-central Maine (Fig. 1), hosts one of the largest continuous exposures of bedrock in this part of the state. It is a popular hiking destination and field site for undergraduate students. Bald has been a stop on an International Geological Congress (IGC) field trip (Moench, 1989) and two previous New England Intercollegiate Geological Conference (NEIGC) field trips (Reusch and Powers, 2006; Reusch et al., 2010).
Breakthroughs in understanding the geology of the Bald Mountain field site occurred during the fall of 2009, when digital photography was first employed to identify several marker beds with certainty, and during the fall of 2010, when repetitions of marker beds demanding cryptic thrust faults were first recognized (Hansen and Reusch, 2011).
Here, we describe the details of the microstratigraphy and structures within a field site located on the northeast ridge of the mountain, extending several hundred meters along the ridge. This site, which can be framed pedagogically as a microcosm of William Smith’s study area, has a great potential for introducing geology students to the principles of stratigraphy, structural geology, and geologic mapping. The bulk of this paper is based on a field guide for the Geological Society of Maine summer 2012 field trip (Reusch et al., 2012). Detailed (1cm = 10 m [1:1000 scale]) mapping is presented for the northeastern side of Bald. Mapping of the far side of Bald and Saddleback Wind is in progress
Little Arias
No full textBook of thisness, book of withness, book of now: Kristen Case\u27s Little Arias meticulously situates a woman\u27s consciousness in the immediacy of relation: with language, objects, other people, and the present tense. There is in these poems a marvelous fullness to each relation recorded, rendered so by the author\u27s belief \u27That a sentence…might become a habitable room into which others might wander and in which certain moods, certain thoughts, certain ghosts of the possible might find form.\u27 What makes this book so poignant, however, is its fierce commitment to also recording moods and thoughts that at first would seem to negate relation: absence, loss, and solitude all find their place here, paradoxically, as part of possibility, the fullness of being in the world. To read this intelligent, wise book is \u27to have swallowed an openness\u27 that starts at the heart. —Brian Tearehttps://scholarworks.umf.maine.edu/publications/1098/thumbnail.jp
Using Twitter to Promote Civic Education
Get PDFThe purpose of this study was to investigate how Twitter could be used to support civic education in a rural, low-income school district in Maine. Twitter was used in the classroom to supplement and enrich a unit on the Civil Rights Movement and also to inform students about the political process. Findings indicate that Twitter can effectively be used to engage students, inform about the political process, and enrich content when used with purposeful instruction. Recommendations for educators include long-term implementation of the tool, on-going feedback from students, and purposeful implementation into curriculum
Thoreau at Two Hundred : Essays and Reassessments
No full textHenry David Thoreau\u27s thinking about a number of issues - including the relationship between humans and other species, just responses to state violence, the threat posed to human freedom by industrial capitalism, and the essential relation between scientific \u27facts\u27 and poetic \u27truths\u27 - speaks to our historical moment as clearly as it did to the \u27restless, nervous, bustling, trivial Nineteenth Century\u27 into which he was born. This volume, marking the two-hundredth anniversary of Thoreau\u27s birth, gathers the threads of the contemporary, interdisciplinary conversation around this key figure in literary, political, philosophical, and environmental thought, uniting new essays by scholars who have shaped the field with chapters by emerging scholars investigating previously underexplored aspects of Thoreau\u27s life, writings, and activities. Both a dispatch from the front lines of Thoreau scholarship and a vivid demonstration of Thoreau\u27s relevance for twenty-first-century life and thought, Thoreau at 200 will be of interest for both Thoreau scholars and general readers.https://scholarworks.umf.maine.edu/publications/1012/thumbnail.jp
Factors in School Choice And Parent Satisfaction At Cornville Regional Charter School
Get PDFCharter schools are in their earliest days in the state of Maine. The first charter school in Maine offering elementary services opened in Cornville in 2012. Parents sending students to the school have a variety of reasons for choosing an alternate model for educating their students. First, parents felt the agricultural focus of the CRCS was a strong foundation for their students. Second, parents were very happy with the smaller classroom populations. Finally, the impression that the administrators at CRCS more quickly responded to the needs of the parents and student were noted as being especially important
Supporting the Intrinsically Motivated Learner
Get PDFThis study investigated the use of student-led goal setting, and the use of student-choice with assessments, in a 4th grade mathematics classroom. Specifically, this study analyzed how the goal setting and assessment choice of students impacted their intrinsic motivation with regard to learning mathematics skills. The research was conducted using a mixed methods approach. Results found that these implemented strategies increased student intrinsic motivation in regards to meeting their goals and their ability to prove mastery of math standards. Recommendations for classroom teachers included providing guidance for students in goal setting and increase student autonomy in the classroom
Waiting to begin : a memoir
No full textIn the opening scene of Waiting to Begin Patricia O\u27Donnell speaks to incoming students at a university, telling of her transformation from a rebellious young woman to the writer and professor standing before them. Pat feels the story is not wholly true however, that some of the professor was in the younger woman, and that there is something of that young woman--lawless, braless, rude and exuberant--in me now. Here\u27s the real story, she writes.I knew the exuberant young woman, as a student in the same MFA writing program Pat attended. She arrived in Amherst, Massachusetts in the middle of a snowy winter, in a beat-up Chrysler with two young kids. I found this inspiring. Pat tells of her parents, who followed her from Iowa, that leaving their promising daughter, a single mother in a motel room, was not what they had expected. Pat struggled at first but placed a story in the New Yorker, found love with a fellow student, and went on to establish a creative writing program. Waiting to Begin is a love story in other ways, as Pat revisits her devastated hometown in Iowa, concurrently telling of a heart-wrenching event unfolding in her daughter\u27s life. Pat O\u27Donnell is a courageous writer just as she was a courageous young woman, writing openly with remarkable sympathy. She remains an inspiration.https://scholarworks.umf.maine.edu/publications/1048/thumbnail.jp
Fair Warning: Faculty Perceptions of an Early Alert System
No full textThis study investigated the faculty’s perception of the early alert system employed at a public liberal arts college. Universities use early alert systems to address issues of attrition, persistence, and retention. This study was a sequential, mixed-methods design that evaluated early alerts sent to students in the Fall 2015 semester and interviewed faculty about their perceptions of the alert system. Findings indicated that faculty see the system as a valuable tool for communicating with students experiencing academic difficulty. Faculty also expressed concerns about the alert system’s overall effectiveness, particularly in altering academic outcomes for at-risk students
Engagement Through Brain Breaks in the Secondary Classroom
Get PDFThis study was implemented to investigate the theory of using brain breaks with secondary students to maximize their engagement during an 80 minute course. Educators are faced with the substantial task of promoting classroom environments conducive to student engagement. Relevant to such engagement is the retention of information and improved educational performance. Findings indicated that if given a five minute break, a majority of students reported an improvement in their ability to remain engaged. Students also responded that continued brain breaks would be beneficial to their learning. This study recommends that teachers implement these breaks to ultimately increase student engagement
Making Lexia® Work: A Backward Design Approach to Helping Teachers Utilize Technology
No full textThis action research investigation applied data driven teaching practices to the task of improving the delivery of Lexia® reading software, a computer aided instruction (CAI) program, in middle and secondary special education classes. Special educators need the opportunity to utilize technology with the potential to make their practices more efficient and effective. This investigation used qualitative and quantitative data to give teachers the technological ability to allow their students efficient use of Lexia® software and improved teacher understanding of how computer aided instruction (CAI) fits with their academic and classroom management goals