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The Sound of Young America/the Soul of Young America: A Sonic Rhetoric Inquiry Into 1965 and the Music Defining a Generation in Crisis
Get PDFThe Sound of Young America/The Soul of Young America: A Sonic Rhetoric Inquiry into 1965 and the Music Defining a Generation In Crisis builds a case for sonic rhetoric theory that sees sonic rhetoric move outside of pedagogy, becoming a valuable tool for rhetorical analysis outside the classroom. To this end, The Sound of Young America/The Soul of Young America employs sonic rhetoric concepts and methodology grounded in cultural rhetorics, social history, and sociomusicology to inquire into the cultural and social relevancy of rock music, specifically to this project, in 1965. Sonic rhetoric sees sound and music as underexplored, but socially and culturally significant, sites to probe how individuals produce, disseminate, and process meaning without the limitations and obstacles created by language. Sound and music by-passes language to tap into meaning that is inaccessible through words alone such as embodied or emotional meaning.
Rock music studies traditionally have focused on the contributions of the musicians and groups that comprise its cannon who are typically White men. However, recent scholars have endeavored to decentralize the role of the White male auteur in rock music, uplifting the contributions of historically marginalized folks. Through sonic rhetoric, this dissertation adds to the necessary work being done to recover rock music from decades of White-centric mythologizing and confront the “White sonic gaze” that has pervaded American cultural attitudes and social histories regarding popular music.
1965 serves as a point of genesis for rock music, as well as a junction between the long fifties and the Counterculture of the late sixties to follow. While other years of that decade have received more scholarly and lay attention, 1965 is the cultural-political-social junction of not only the sixties, but as this dissertation argues, the twentieth century at large. Therefore, 1965 provides an excellent site to jointly demonstrate sonic rhetoric theory in-action, as well as to use that theory to inquire into a significant point of cultural, political, and social crisis in America. To achieve these objectives, The Sound of Young America/The Soul of Young America probes rock music of ‘65, placing that music in its social-rhetorical context
The Administrators’ Role in Teacher Retention and Their Role on Teachers’ Perceptions of School Climate at an Exemplar Title I School: A Qualitative Study
Get PDFThis study looks at how principals affect teacher perception of school climate and teacher retention at Title I schools. While teacher retention and school climate have historically been issues at Title I schools, the issue has been exacerbated by the COVID-19 pandemic. This qualitative study explored an elementary school in South Carolina through the lens of Critical Systems Theory. According to publicly available data, this school was an anomaly among Title I schools regarding the climate and teacher retention, with both measures being extremely high. To explore these phenomena, semi-structured interviews were conducted with both the teachers and administrators at the school. Ten teachers and both school level administrators were interviewed. A thematic analysis of the data was conducted. The findings suggest that administrators have a large impact on teachers’ perception of school climate and teacher retention at Title I schools. Many of the teachers spoke about how active both administrators are. They are visible, hands-on, and do not micromanage the teachers. They have helped create an environment where there is not only a mutual trust between the teachers and administration, but also among the teachers themselves. This positive climate has made turnover virtually non-existent, with multiple teachers passing up promotions or forgoing maternity leave to stay at the school. Following analysis and discussion, recommendations for policy and practice are discussed
An Examination of the Role of Recreational Therapy in Forensic and Correctional Settings
No full textThe estimated prevalence of adults, age 18 and older, with serious mental illness (SMI) in the United States is approximately 6% (NIMH, 2022a). Having a mental illness places individuals at higher risk for arrest and incarceration (NAMI, n.d.b) where they receive treatment, including recreational therapy (RT) in state hospitals, jails or prisons. The purpose of this multi-method study was to gain a better understanding of the role of RT in treating adults with SMI in forensic and correctional settings. A non-standardized 122-item cross-sectional survey (n=49) was used to identify what interventions recreational therapists are using, for what intended outcomes; and to identify what recovery principles are being applied in RT practice. Semi-structured interviews (n=10) were used to gain additional insight regarding the lived experience of RT practitioners working with adults with SMI in forensic and correctional settings, including their knowledge of, and application of mental health recovery in RT treatment. Quantitative results indicated that clients’ social and emotional health are addressed most via RT services, using a variety of interventions and facilitation techniques, and six of 10 recovery principles. Qualitative results highlight several facilitators and constraints to RT service delivery in forensic and correctional settings, including factors associated with job title, safety protocols, complex client needs, and use of the APIED process. Study limitations, as well as implications for RT practice and future research are discussed
Soil Microbial and Biogeochemical Responses to Differential Carbon and Nitrogen Inputs
No full textSandy soil is characterized by low organic carbon content and meager fertility. Cover crop inclusion increases the organic inputs, making it a promising practice to improve soil health. However, cover crop species differ in biomass production and chemical composition, which may affect the soil\u27s microbial communities and change the desired outcomes. My dissertation research explored how continual differential organic inputs impact soil microbial community composition, microbial diversity and associated soil functions.
In a pilot study, a sandy soil was incubated with two factors: crop residue amendment (with and without) and mineral nitrogen addition (with and without) in a fully crossed factorial design. The laboratory study highlighted that organic carbon inputs primed microbial decomposition of soil organic carbon; however, nitrogen addition reduced such priming effect by increasing microbial carbon use efficiency. The importance of nitrogen in preserving organic carbon was demonstrated in sandy soils
In a follow-up field experiment, eight gradients of organic carbon/nitrogen inputs, created by integrating three cover crop monoculture and their two species and three species mixtures, were tested in a cotton-corn rotation system. Soil samples (0-15 cm) were collected before main crop planting (March/May) and at harvest (November), while field greenhouse gas emissions were monitored on a weekly to biweekly basis from September 2021 to September 2023. We observed that cereal rye (grass species) increased the fungal and arbuscular mycorrhizal fungi abundance and β-glucosidase (C-cycling enzyme) activity, whereas clover (legume species) increased the bacteria and ammonia-oxidizing bacteria abundance and N-acetyl-β-glucosaminidase and leucine aminopeptidase (N-cycling enzymes) activities. Additionally, vetch and clover (legume species) improved the soil’s organic nitrogen mineralization and inorganic nitrogen pool. Cover crops impacted soil microbes, modulating their community composition and abundance, but did not change their alpha and beta diversity. Furthermore, changes in microbial communities were positively correlated with soil health parameters.
Five years of continual cover crop residue inputs stimulated carbon dioxide emission, especially during the cover crop growing season. The stimulatory effects varied depending on the species and their biomass inputs. Integrating cover crops did not change the annual nitrous oxide (N2O) emissions, which were likely compromised by nitrogen fertilization. The global warming potential and greenhouse gas intensity differed between cover crop treatments. The rye and clover mixtures reduced the global warming potential and greenhouse gas intensity without any yield penalty. In contrast, the clover and vetch mixtures increased the corn yield with the tradeoff of higher global warming potential and greenhouse gas intensity
The Interplay of Housing Instability and Mathematics During Adolescence: A Retrospective Study of Black STEM Folx
Get PDFFew studies have delved into the delicate nuances that impact Black students’ mathematics performance, nor have they paid much attention to the resources students leverage to overcome systems that perpetuate negative stereotypes about Black youth. For decades, studies about Black youth have been explored from a deficit perspective, shedding negative light on circumstances typically beyond the control of those being studied. Even more, some studies have placed blame on parents and parental figures in the lives of Black children for unacceptable school behavior and poor academic progress (Cobb II & Russell, 2015). Black youth have been portrayed as problematic, disruptive, and juvenile (A. A. Ferguson, 2000; Skiba et al., 2002). They have also been categorized as poor mathematics performers (T. R. Berry, 2008; Lattimore, 2005; Lee, 1996; Polite, 1994), resulting in many Black students being placed in remedial mathematics classes before being given opportunities to take higher-level mathematics courses (Carter, 2003a; Oakes, 1985). Researchers should investigate structural constraints, learning environments, student-educator relationships, and educational barriers that may affect learning outcomes. Focusing attention solely on the outcomes of the student from a deficit lens does not provide a holistic view of why some students perform well while others do not. Moreover, centering attention primarily on Black students who are not performing well in school excludes positive narratives about the Black students who consistently display high academic outcomes and standards. There are deep-rooted barriers in the United States that have played a role in stifling Black students’ educational growth and continue to suppress the favorable accounts of Black students who excel academically. One systemic hurdle that an unfortunately high number of Black children must navigate is housing instability, yet some youth experiencing this hardship still excel academically. The resilience and academic success of these students remain largely understudied, leaving a gap in research that fails to highlight the strengths and perseverance of Black youth. Understanding the factors that contribute to their success is critical to disrupting deficit narratives that dominate discussions about Black students and mathematics. Using Critical Race Theory (CRT) (Delgado & Stefancic, 2017), with emphasis on counter-storytelling, as a theoretical framework and Community Cultural Wealth (CCW) (Yosso, 2005) as an analytical lens, this work explores how Black adolescents excelled at mathematics despite experiences with housing instability and poverty. This multiple case study provides examples of how Black adolescents in middle school leveraged CCW to deepen their mathematical skills and ultimately pursue science, technology, engineering, and/or mathematics (STEM) degrees at four-year institutions in the United States. The findings counteract the majoritarian narrative by revealing that Black students strategically utilized familial, navigational, and social capital to successfully persist in mathematics, demonstrating resilience and resourcefulness despite systemic barriers. Additionally, participants leveraged linguistic and resistance capital as tools for self-advocacy, challenging deficit narratives about their mathematical abilities. These results underscore the need for educational policies and practices that recognize and support the cultural wealth that Black students bring to academic spaces rather than reinforcing exclusionary structures. This study contributes to ongoing conversations about educational equity, offering insight into how Black students thrive in mathematics while navigating housing instability. By shifting attention toward the strengths and capabilities of Black students, educators and policymakers can create more inclusive and equitable learning environments that affirm and support Black students’ mathematical success
A First-Generation 4-H Youth Member Intervention Framework to Support Members to Enter, Engage, and Persist in the Program
Get PDFThe First-Generation 4-H Youth Member (FG4-HYM) Intervention Framework is an organizational management perspective for preparing 4-H youth programs that supports the welcoming of youth and families that have no previous experience with the organization. Using the Bronfenbrenner ecological model, we explore the multiple layers of 4-H program management that support the participation of FG4-HYM in the 4-H club program. This framework provides a tool for 4-H professionals to use when assessing their program’s readiness to provide high-quality programming to all audiences, regardless of their families’ previous experience with the organization. This framework represents the foundational requirements that an organization must offer, either prior to or in conjunction with, specific culturally responsive program adaptations for minority and underserved audiences, in order to support successful youth participation. The use of the terminology of 4-H pathfinder for all new 4-H members is proposed
Assessing Statewide Programming in Wisconsin Environmental Education: The Role of Culture and Community in Youth Development Programming
No full textEnvironmental education has the potential to serve as an accessible pathway for diverse learners to improve science achievement, but environmental education (EE) institutions must strive to create spaces that welcome and provide equitable learning outcomes for all students. Embedding cultural and community input, values, and relevancy can be an important component to supporting equity in educational spaces for diverse students. This research aims to identify the status and needs of diversity, equity, and inclusion efforts across environmental education institutions in the state of Wisconsin, and to identify areas of strength or improvement relating to pedagogy, process, and practice. A survey designed to collect both quantitative and qualitative data was distributed to professional leaders from 112 environmental education organizations across the state. Data indicates a divide between perceived ability of environmental education organizations to facilitate pedagogy that is inclusive to students’ communities and cultures, and the availability of resources, training, or efforts to accommodate this level of inclusivity, including the development of diverse partnerships to support such goals. Cultural and community input can be an invaluable resource in creating welcoming, equitable youth development learning environments for diverse groups of students. Neglecting these resources can further marginalize students from accessing or demonstrating achievement in environmental education settings
Principles of Advanced Manufacturing for Engineers
No full texthttps://open.clemson.edu/manufacturing/1000/thumbnail.jp
1. SYLLABUS HIS 207 Comparative Twentieth Century South African and United States Civil Rights and Voting Rights Histories
No full textOriginally shared as an in-person comparative upper-level undergraduate history course, this course was adapted for online, virtual use. It works well in either format; however, if you share it virtually, I strongly encourage at least one weekly synchronous class meeting and utilizing breakout rooms to promote discussion. Also, provide discussion questions and randomly enter breakout rooms to facilitate discussion --ensuring that engaging discussions occur. I recommend offering both in-person and virtual office hours, regardless
Seizures in Camp Settings
No full textManaging seizures in the summer camp environment presents unique challenges, requiring not only medical attention but also empathy and understanding from both peers and caregivers. Approximately 0.5–5% of children and adolescents will experience at least one afebrile seizure by adolescence and there is a 3.6% risk of experiencing at least one seizure in an 80-year-lifespan (Murphy et al., 1995 as cited in Wilfong, 2025). Recognizing how to support a child with seizures during the camp season is essential to promoting their safety and well-being while also ensuring they have a positive and inclusive camp experience