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The Colby Echo (November 10, 2022)
No full textPublished by the students of Colby College since 1877, The Colby Echo is the weekly, editorially independent student-run newspaper of Colby College in Waterville, Maine. Published monthly, 1877-1886; semi-monthly, 1886-1897; and weekly during the academic year, 1898-present
Line of Defense: Lisa Kaplan gives political campaigns and other ways to combat online disinformation
Get PDFLisa Kaplan ’13 knows the importance of truth. So when she read the February 2018 indictment by Special Counsel Robert Mueller that charged Russians with interfering in the 2016 American elections, she had to act
All In: How Colby Met COVID-19
Get PDFIt was last August and first-years were arriving, unloading cars, lugging stuff into residence halls. President David A. Greene was on hand for the big day, meeting students, greeting parents, only to hear, “We expect to be back here within two weeks to a month to pick up our child.” It didn’t happen
The Legislative Branch Revolves Around the White House: A Copernican Understanding of the Evolving Relationship Between the President and Congress
No full textExecutive-centered partisanship is a new scholarly idea that focuses on the growing centrality of the president in party and governmental affairs. Scholars have looked at the president’s growing electoral, administrative, and organizational responsibilities to support the theory. While the evidence is compelling, there is a key aspect of our Federal government that is omitted in their theory - the president’s role in Congress. In this thesis, I look at the effect that the president has on legislative voting behavior between the 107th and 116th Congresses. To analyze the data, I examine the effect of the president on Senator voting behavior in four distinct groups broken down by partisanship and electoral security. My results demonstrate that Senators are increasingly positioning themselves in relation to the president with co-partisans closely associating themselves with the president’s position while out-partisans readily reject bills with presidential support. The findings highlight Congress’ increased reliance on the president and suggest that to understand Senator voting behavior, we must look to the president as a critical factor
The Impact of Trauma-Responsive Voice-Centered Practice on Students with Learning Differences
No full textCurrent literature on trauma-responsive schooling and student voice pays little attention to students with learning differences, yet there are many similarities between the challenges that students exposed to trauma and those with learning differences face. Therefore, the goal of this project was to identify a universal approach that could address both the needs of students exposed to trauma and those with learning differences. To examine the impact of trauma-responsive voice-centered practice on students with learning differences, I conducted interviews with adults involved in implementing the Trauma-Responsive Equitable Education (TREE) Project. In doing so, I found that when given the opportunity to participate in trauma-responsive voice-centered initiatives, students with learning differences made substantial gains in school. Evident in their improved relationships, academics, and success, these gains were best explained using Maslow’s Hierarchy of Needs. Yet, the picture was not complete without the gains that teachers made, which ultimately laid the foundation for the improvements made by students with learning differences. Together these findings support the notion that TREE’s trauma-responsive voice-centered approach may be a practical universal way of addressing both the needs of students exposed to trauma and those with learning differences
