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How Sequencing Math Skills for High School Students With Math Goals in an Individual Education Plan (IEP) Supports Academic Growth
No full textThis thesis focuses on how developing standards-based high school math goals can facilitate meaningful collaborations with Individual Education Plan (IEP) team members. Math goal setting is a required part of many IEPs, but little research has been done to understand how to best set goals that are appropriate, in line with evidence-based teaching methods, and focused on the concepts most essential to create meaningful access to the general education curriculum. To investigate these questions, this thesis examines research into what skills and knowledge are required for students with disabilities to achieve high school level math. Being successful in math requires both procedural skills as well as a conceptual understanding of what numbers represent and how they relate to each other. Math goals should reflect and measure both of those components. Goals should also focus on moving students to the proximal domain of numeracy from additive to multiplicative to rational numbers in the same order as the general education curriculum progresses for students who are significantly behind in math
Augmentative and Alternative Communication for People With Disabilities
No full textThis literature review examines augmentative and alternative communication for people with disabilities. Augmentative and alternative communication (AAC) is an alternative communication method for people with disabilities and communication deficits. Research to seek this information included identifying what augmentative and alternative communication (AAC) systems are available to people with disabilities, how AAC is being implemented into instruction for people with disabilities, and the impacts of AAC for people with disabilities. Results indicated that AAC system preferences, AAC awareness, team collaboration, and AAC instruction and intervention are four significant contributors to AAC user success. These four contributors will help enhance the overall quality of life for people with disabilities and communication deficits
Truthbearer: An Epic Journey in Self-Publishing
No full textSince 2017 I have self-published 14 epic Christian fantasy books; 12 novels and 2 novellas, with varying degrees of success. I will talk about the ups and downs of self-publishing, the various available platforms (Amazon Kindle, Draft-to-Digital, Ingram-Spark, etc.) and how my self-publishing mirrors the epic quest of my main character, Connor Clark, the Truthbearer.https://spark.bethel.edu/primetime-presentations/1000/thumbnail.jp
The Perception of Asian Students Enrolled in an Online Theological Degree Program on their Learning Experience Amid the Covid-19 Pandemic
No full textThe purpose of the qualitative phenomenological study was to understand the lived experiences of Asian theological students as they transitioned from face-to-face to online learning while enrolled in an onsite theological degree program amid the COVID-19 pandemic. Like all other institutions, theological schools had to move their faculty and students to remote online learning rapidly in response to the safe-distancing and lockdown measures introduced by government across the world to manage the pandemic. In that way, the pandemic brought about the first online experience for many teachers and students in theological studies in Asia. While this remote online learning was an exception rather than the norm, the students’ experiences would form their perceptions about online learning, especially those without online learning experiences before the pandemic. The eight students who participated in the in-depth one-to-one interviews in this study shared valuable occurrences and insights of their online learning experiences during the pandemic. The data that emerged provided important understanding of the perspective of Asian theological students about online learning. The result pointed to their preference for a hybrid learning mode in the future.https://spark.bethel.edu/edd-showcase-2021/1015/thumbnail.jp
Facing History: A Systematic Literature Review of the Intersection of Trauma-Informed Education, Critical Race Theory, and Ubuntu in K-12 History Classrooms
No full textSince the publication of the 1619 Project in 2019, history classrooms have encountered heightened scrutiny, prompting a profound examination of pedagogical practices. The discourse surrounding the teaching of history to K-12 students has engendered vigorous debate, underscored by a profound socio-political schism surrounding the appropriateness of emotionally challenging historical content. There are noted tensions between White guilt and societal concerns regarding the integrity of historical scholarship. This dichotomy has emphasized anxieties about society’s collective capacity to engage with modern challenges, due to the insufficient comprehension of historical antecedents as a consequence of K-12 history classrooms failing to adequately teach history. This research endeavored to ameliorate this schism by proposing a trauma-sensitive approach to the teaching of divisive historical topics. By leveraging a systematic review to investigate the intersections among SAMHSA\u27s Six Guiding Principles to a Trauma-Informed Approach, critical race theory, and Ubuntu, a rigorous analysis of pertinent literature was conducted. This study identified numerous points of intersection between SAMHSA\u27s Guiding Principles and the aforementioned ideologies, along with notable convergences and divergences between critical race theory and Ubuntu. The findings suggest that a synergistic application of critical race theory and Ubuntu may effectively address the mental health needs of students within the history classroom and foster an inclusive educational environment that respects lived experiences of diverse students and their histories.https://spark.bethel.edu/edd-showcase-2021/1017/thumbnail.jp
Science and Religion: Perspectives Across Disciplines
No full textScience and Religion: Perspectives Across Disciplines interweaves science, technology, engineering, and math (STEM) fields with the arts, humanities, theology, and psychology to cultivate discussion on science and religion alongside biblical interpretation. This anthology is paradoxically ecumenical, for it embraces unifying and disparate positions without being prescriptive or exclusive. It is both synergistic and disruptive. Building on this premise, the Advent and Easter stories are examined through praxes from STEM, theology, and psychology. Taken together, this anthology allows for connection between disciplines by creating community in the midst of differing approaches to the study of science and religion.https://spark.bethel.edu/faculty-books/1037/thumbnail.jp
Dynamic reciprocity between fibroblasts and extracellular matrix in cardiomyopathy.
Get PDFDuchenne muscular dystrophy (DMD) is a degenerative muscular disease, resulting in chronic fibrosis that diminishes the effectiveness of contraction and repair in the heart and leads to heart failure and death. Fibrosis is an increased deposition of extracellular matrix (ECM) proteins that surround the cells in the heart. The ECM or matrix provides a microenvironment with dynamic reciprocity between the matrix and the cells interacting with it to influence cell behavior and proliferation. To study this interaction, we isolated the matrix from healthy three month old wild type mouse hearts and diseased hearts with DMD (mdx mouse model) and used the matrices as a scaffold for growing cells in vitro. One aspect of the dynamic reciprocity that occurs between the matrix and cells is the ability of cells to remodel the matrix by degrading or depositing matrix proteins. To measure this, we quantified the amount of laminin protein, a key matrix protein, by calculating the laminin remodeling index (LRI) using laminin immunofluorescence. We found a significant difference in the LRI of mdx matrices compared to wild type matrices, suggesting that a greater amount of cardiac remodeling occurs on mdx matrices than on wild type matrices
Search for vector-like B quarks in CMS Run 2
Get PDFWe present a search for a single vector-like B quark that decays to a top quark and W boson. In the single lepton final state, the B quark can be reconstructed from the lepton, missing transverse momentum, and one large-radius jet. We will present developments of the RDataFrame workflows for the search and optimization of the B quark reconstruction process
Quality Sleep & Well-Being
Get PDFDespite being a vital function, sleep is not usually given priority, particularly among college students. University students may suffer from sleep deprivation because it affects their ability to concentrate, remember things, control their emotions, and handle stress. Stress levels and the quality of one\u27s sleep are inversely correlated. The great majority of research papers, if not all of them, on wellness interventions and sleep quality concentrate on the direct effects of stress reduction strategies on sleep quantity. The primary goal of the study is to determine whether undergraduate university participants who received quality sleep education, which emphasized teaching sleep hygiene techniques to enhance the quality of their sleep, would perceive wellness levels significantly higher than those who received active control. The proper quantity of sleep that college students get will be the study\u27s independent variable, while the impact of screen time on those students will be its dependent variable
Brain Development and Intervention for Students Who Experienced Trauma
No full textThere has been a growing recognition of the profound impact of trauma on students\u27 academic achievement, behavior, and overall well-being. Schools play a critical role in supporting students affected by trauma, and implementing a trauma-informed approach within educational settings has emerged as a crucial strategy for creating safe and nurturing environments to improve learning. The essential components of how to implement when implementing the essential components of a trauma-informed approach, the focus should involve collaboration and partnership with mental health professionals, community organizations, and families. These essential components are to ensure that students receive comprehensive support for each of their unique needs. The focus of a trauma-informed school should be to equip educators with knowledge, skills, and resources necessary to effectively support traumatized students and to create trauma-sensitive learning through offering high quality staff training and professional development opportunities. By implementing a trauma-informed approach, schools can promote the well-being and academic success of all students. Implementing a trauma-informed approach in the school settings is to also foster a safe environment, culture of sensitivity, empathy and to teach resilience