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A Collaborative Effort at Urban Revitalization: A Potential Model
No full textOver the past century, there has been an increased interest in revitalizing urban environments and communities. Revitalization is defined as the act of “giv[ing] new life or vigor to [something]” (Merriam-Webster, n.d.). Because of the lack of specificity of this definition, individuals, groups, and organizations who have researched or undertaken a project related to urban revitalization have interpreted the end goal differently. As a result, some initiatives have focused on the goal of stimulating the economy through tourism; others have sought to make cities more environmentally sustainable; still others have aimed to uplift urban communities out of poverty.
Although the focuses of urban renewal ventures may be different, their common focus is the realization of one or more problems in cities that need to be addressed. For the purpose of this study, the primary emphasis of urban revitalization that will be considered is the alleviation of poverty and increasing opportunity among disadvantaged communities. This study will involve: exploring the issue of urban poverty; considering the proposed model in Baltimore, Maryland; and examining the applicability of the model to other urban areas
Integrating Metacognition and Critical Thinking into Upper School Performing Ensembles--Developing Independent Musicians: A Review of the Literature
Get PDFThere is a wealth of information about critical thinking and metacognition in the context of general education, yet there are still relatively few research studies and articles written about metacognition and critical thinking in the context of secondary performing ensembles. Teaching for metacognition and critical thinking can lead students toward independent musicianship as they learn to transfer knowledge to new learning contexts. This paper will provide a brief summary of the literature about metacognition in general education, and as it applies specifically to the music context. It will examine strategies directors can use which will promote metacognitive and critical thinking in the context of secondary performing ensembles including: intentional questioning, modeling thought processes, musical decision-making, recording, cognitive dissonance, warmups, audiation, critical listening, collective metacognition, reflection forms, and goal setting. Music educators can also benefit from the practice of personal reflection about their own teaching
Program Notes
Get PDFProgram notes for: Little Innocent Lamb by Stacey Gibbs “...Omnis Terra” from Jubilate Deo by Dan Forrest “Lux Aeterna” from Mozart’s Requiem Shenandoah by Mack Wilberg If Ye Love Me by Thomas Tallis Light of a Clear Blue Morning by Craig Hella Johnson Esto Les Digo by Kinley Lange Children Go Where I Send Thee arr. By Kevin Phillip Johnson Ain’t No Windin in the Road by Greg Gilpin “Lift Thine Eyes” from Mendelssohn’s Elijah Hold Me, Rock Me by Brian Tate Betelehemu by Wendell Whalum, arr. Barrington Brook
January
Get PDFit is january again. i have lived through 20 january’s up until this point, i sense time’s passage in the underlying patterns – not the flipping of the calendar pages
More than Summer
Get PDFWe know what’s to come when the leaves turn pale But we still look in awe As they turn a deep shade of red and orange Then flutter to the ground Bare trees are all that’s left.
My Daily Dose of Certainty
Get PDFCan you look me in the eyes and tell me that the sun will shine tomorrow and the day after that and every day?..
Peregrine Review Staff
Get PDFEditor-in-Chief
Molly McKim, Messiah University Editors
Mackenzie Christie, Messiah University
Nate Castellitto, Messiah University
Hye Lim Jung, Messiah University Readers
Courtney Kehler, Messiah University
Emma Bane, Messiah University
Micaiah Saldaña, Messiah University Advisor
Dr. Samuel Smith, Messiah Universit
Provider and Caregiver Perspectives on the Family Guided Routines Based Approach to Interventions
Get PDF1. What were the perceptions of EI providers that received their coaching endorsement, on the value of improving their competence and confidence in applying the FGRBI coaching model to improve client outcomes?
2. Among caregivers of children served in early intervention, what were their experiences with an FGRBI endorsed provider?
The inherent nature of early intervention (EI) service delivery involves developing a strong collaborative dynamic with caregivers in support of the child.Our study investigated how providers and caregivers felt about the new implementation of theFGRBI model within HMJ counties. Despite low response rates, overall both providers and caregivers reported they felt the FGRBI modelincreased the collaboration process duringservice delivery. Consequently, providers and caregiversreported thattheFGRBI model added more value to sessions in contrast topreviouslyusedcoaching techniques. These perceptions demonstrate the positive impact the FGRBI model has made on increasing caregiver confidence in collaborating with providers for developing an appropriate client centered plan for their child. Providers also agreed that increased collaboration with caregivers seemed to promote greater levels of caregiver involvement during direct service delivery. Further research into the effectiveness of the FGRBI model in comparison to previous models, as well as more specific comparisons of key indicators should be conducted due the recent implementation of the FGRBI model in HMJ counties
The Impact of Peer Support on Social Participation for Burn Survivors
Get PDFIn our study, we looked at six main areas of life (LIBRE domains) to see how people who received support from peers after a burn injury, compared to those who did not get such support. The standard score was determined to be 50, with 40 being one standard deviation below the norm and 60 being one standard deviation above the norm. Those who did not receive peer support had higher social participation scores than those who received peer support across all six domains. Though, those who did receive peer support and those who did not receive peer support both had low social participation scores overall compared to the LIBRE norm of 50. Researchers hypothesize this may be due to those who did not seek out peer support feeling they already have their needs met, or do not wish to revisit their prior burn trauma
Reimagining the Voices of Our Past: Place-Based Storytelling on the T. Morris Chester Way
No full textA short documentary about the Pennsylvania Commonwealth Monument Project and the Pennsylvania Past Players, featuring interviews with Mr. Lenwood Sloan and Rev. Yvette Davis.https://mosaic.messiah.edu/chesterway/1005/thumbnail.jp