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"Rejecting the Embrace of the Goddess? Minoan Archaeology and the Divine Feminine." Paper presented at the Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100, Melbourne, Australia, February 11, 2023
No full text1 video file. ms150-40-012_morris-christine_rejecting-the-embrace_2023-02-11.mp4 .mp4 1.16 GB 1,248,392,212This paper is a point of departure from the Cretan Bronze Age ideas about Minoan female divinity strongly shaped by Sir Arthur Evans, excavator of the palace of Knossos. Evans, in turn, was influenced by contemporaries such as James Frazer and, to a greater extent, by Jane Harrison; but - equally importantly - his ideas were shaped by his lived experience: the wider historical, political and intellectual context, for example, conceptualisations of women's bodies, reproduction and motherhood, and the changing political configurations of colonialism, nationhood and war. Study of this intellectual past should not be thought of as an arid scholarly exercise, since through it we can explore Evans' vision of the Minoan divine world and gain a clearer understanding of the influence of his modes of thought on contemporary scholarship. The study of Minoan ritual and religion has, of course, not remained static since Evans; new finds and different approaches have provided opportunities for reframing the Minoan sacred landscape, but at the same time the older or traditional ideas of a Mother Goddess, a focus on fertility, vestiges of matriarchy, and a goddess-son/lover constellation remain part of the conversation. In this paper, Morris proposes to explore and revisit some of Evans's ideas about female deities, touching on several intersecting themes with the aim of disentangling further the labyrinth of Goddess-related ideas which emerged from Evans's work while also paying close attention to key archaeological evidence and considering why it seems resistant to consensus in interpretation. The themes will include consideration of the fluidity and development (even inconsistency) of his ideas which are much less fixed than they are often represented; his conceptualisation of a Mother Goddess in the context of contemporary ideologies of motherhood; and how he explores ideas of monotheism in relation to modern Christian religion, with both of these threads of thought continuing to impact on tendencies to see a Minoan Goddess who is "one" rather than "many."
Additional Authors: Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100 (Conference); Tully, Caroline Jane; Budin, Stephanie Lynn; University of Melbourne
Moon and Huntress: Frazer’s Arician Diana in Italian-American Witchcraft
No full text1 video file. ms150-40-021_tully-caroline_huntress_2023-02-12.mp4 .mp4 501.85 MB 526,231,685Dr. Carolina Tully explores Raven Grimassi's book Italian Witchcraft and the influence of Frazer's Golden Bough on his theory of Strega origins and its relationship to the goddess Diana.
Additional Authors: Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100 (Conference); Tully, Caroline Jane; Budin, Stephanie Lynn; University of Melbourne
Environmental Issues Committee, Minutes, August 22, 2023
No full textEnvironmental Issues Committee, meeting minutes, August 22, 2023. 1 word document, 2 pages.Environmental Issues Committee, meeting minutes, August 22, 2023
Origins of a Genre: Early Influences on the Western Before Film
Get PDFThis paper explores the earlier influences on the Western genre that are not often discussed when outlining the genre's history. If nonfiction works qualify, the travel journal is perhaps the earliest form of Western entertainment; if Westerns must strictly be fiction, then the adventure novels that these travel journals birthed would be some of the first. While the aim is not necessarily to pinpoint the exact beginning of the Western, it is important to try and define its beginnings for the purposes of demonstrating that the genre has existed for nearly a century before the advent of film. Too often is the entire genre understood and discussed through a selective view defined entirely by Hollywood’s Golden Age of Westerns. The films from this era shaped what scholarship considered to be a Western, but since the 1970s, the Western has changed, and the Revisionist mode of Western is the new dominant mode. Histories on the West, however, do not reflect this shift and continue to engage primarily with the Classical West, whereas media studies have engaged with the Revisionist West. This has resulted in a fractured understanding of the genre’s history. Influenced by Classical Westerns, scholars dismissed a century's worth of media in favor of what most closely resembled the Western of Hollywood, The Virginian. The Virginian, however, was not the first to display the characteristics of the Western, nor is the Western completely defined by the Classic mode today. This paper is not the first to acknowledge earlier works of Western fiction, however, it is an attempt to gather disparate ideas on the topic into one cohesive narrative and hopefully encourage further research into the topic.INTRODUCTION 1 -- Chapter I: FOUNDATIONS 6 -- Chapter II: VISIONS OF THE WEST 17 -- Chapter III: FRONTIER ADVENTURES 46 -- Chapter IV: THE VIRGINIAN, THE COWBOY, AND THE “FIRST” WESTERN 71 -- CONCLUSION 92 -- ENDNOTES 94 -- BIBLIOGRAPHY 110Block, MaryHaggard, DixieFitzgerald, SarahJames, ChristineM.A.Histor
Case Study of Exemplary Leadership Practices Impact on New Teacher Integration and School
Get PDFThis study aimed to determine how exemplary leadership practices contributed to a collaborative and empowering school culture. The study examined how Kouzes and Posner’s (2017) five practices of exemplary leadership impacted school culture during organizational change which involved the integration of new teachers into the established culture. Building upon prior research concerning organizational theory and culture (Bolman & Deal, 2013; Kouzes & Posner, 2017; Schein, 2010), the study provided evidence to assist in determining if such exemplary leadership practices were critical to ensuring school cultures merged effectively through acceptance, so as to build upon an already recognized positive and productive culture. This study incorporated an embedded single-case study design (Yin, 2018) with myself as the administrator and participant- researcher. It used observations and focus group interviews from teachers in an elementary school in the Southeastern portion of the United States. After thorough data analysis, findings suggested exemplary leadership practices do have an effect on school culture among teachers where a program merger happened; however, more deliberate attention should be made on continuous teacher involvement and feedback in the process. Keywords: leadership, organizational culture, school culture, mergers and acquisitions, change circumstances.Bochenko, Michael J.Suriel, Regina L.Lairsey, John D.Reichert, Elaine K.EdEducation in Leadershi
Giftedness Through Their Eyes: Portraits of Black Women from Rural South Georgia
Get PDFIn this qualitative study, I used portraiture to share the experiences of three Black women who as Black girls participated in gifted education. Homogeneous purposeful sampling was used to select three participants that met the criteria for the study. Participants were asked to share their educational experiences before, during, and after enrollment in gifted programs in rural South Georgia. Through Seidman’s (2013) three interview structure, data was obtained. After the interviews, data was analyzed using Saldaña’s (2016) two-cycle coding. First cycle coding included attribute, in vivo, and magnitude coding. Second cycle coding included pattern coding. Portraiture was used as a method to guide data gathering, analysis, and portrait construction in order to share the participants’ stories. Four themes were constructed from the data analysis to address the experiences participants had before, during, and after enrollment in gifted programs. Critical race theory (CRT) and Black feminist thought (BFT) served as guiding theories for the work and the clear connections between constructed themes, which included: family expectations fueled their positive outlook on the special privileges experienced because of the gifted program, White privilege influenced the overall enrollment in the gifted programs, teachers’ suppositions and subsequent behaviors made everlasting impressions on participants that impacted not only their performance in gifted programs, but their views on education overall, and school employees need to learn how to better communicate with the families of Black students.Fiester, HerbertShermtzing, LorraineShermtzing, Richard W.Gunn, Nicole P.Ed.D.Education in Curriculum and Instructio
Grady County Board of Education: School Laws
No full text1 PDF, 59 scanned imagesSchool Laws. Box 1, Folder 2, Document 1, Grady County Historical Society, Grady County Historical Society – Schools Collection. Valdosta State University Archives and Special Collections. Includes newspaper clippings, typed letters, and Georgia Legislative Documents regarding school laws and procedures in Cairo, Georgia
Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100 [Event Program]
No full textms150-40-000_program_shaking-tree.pdf .pdf 116 kB 118,764 bytes. 3 pages.Program for the online conference "Shaking the Tree, Breaking the Bough: Frazer's Golden Bough at 100" hosted by Dr. Caroline J. Tully and Stephanie Budin
Cairo Academy and Business School
Get PDF1 PDF, 4 scanned imagesCairo Academy and Business School. Box 1, Folder 2, Document 18, Grady County Historical Society, Grady County Historical Society – Schools Collection. Valdosta State University Archives and Special Collections. Includes newspaper clippings regarding Cairo Academy and Business School
Universal Assessment of Early Reading Ability in Title I Schools
Get PDFIdentifying at-risk readers in early grades is an ongoing challenge for educators, especially those in Title I schools where environmental and economic disadvantages may negatively impact students’ reading ability. The purpose of the current study was to compare methods of identifying at-risk readers in kindergarten through third grade in Title I schools. This study was conducted in two Title I elementary schools using Acadience Reading Diagnostic to measure reading achievement and growth in students with reading disabilities, students at risk of reading disabilities, and typically reading students.
Reading composite scores (RCS) were significantly different between the typical group and each of the other two groups (at-risk and identified groups) at all grade levels. Growth rate classifications were significant between groups only for kindergarten and first-grade participants. Among the three risk identification methods, there was fair agreement between low-achievement (LA) and low-growth (LG) methods and moderate agreement between dual-discrepancy (DD) and the other two methods. RCS means were found to be significantly lower than published norms. Growth rate classification means also fell significantly below published norms except for participants in first grade. Application of the LA and DD methods to local norms resulted in the identification of fewer than half the number of at-risk participants compared to published norms.
The dual discrepancy method was recommended to identify at-risk readers in these grades because both achievement scores and growth rates were significantly different among kindergarten and first-grade groups. Due to a large number of participants identified as at-risk based on the use of published norms and the lack of significant difference in growth rates among groups in second and third grade, it was recommended that the LA method based on local norms be used to identify at-risk readers in second and third grades.Chapter I: INTRODUCTION 1 -- Statement of the Problem 1 -- Definitions of Terms 2 -- Purpose 4 -- Research Questions 4 -- Research Hypotheses 5 -- Significance of the Study 5 -- Conceptual Framework 5 -- Summary of Methodology 7 -- Limitations 8 -- Chapter II: REVIEW OF THE LITERATURE 9 -- Domains of Reading Instruction 9 -- Models of Reading Instruction 10 -- Balanced Literacy 14 -- Structured Literacy 15 -- Assessment of Reading Ability 17 -- Pre-literacy Skills 18 -- Sound-Symbol Correspondence (SSC) 25 -- Word Reading Ability 26 -- RTI in Reading 30 -- Assessment of Reading Ability in Underserved Populations 31 -- Universal Screeners 32 -- Acadience Reading Diagnostic 33 -- Classification of Risk Status 37 -- Purpose 40 -- Chapter III: METHODOLOGY 42 -- Participants 43 -- Measures 44 -- Assessment Administration Procedures 44 -- Statistical Methods 45 -- Chapter IV: RESULTS 48 -- Reading Achievement and Growth in Typical, At-Risk, and Identified Groups 48 -- Agreement of Risk Classification Methods 51 -- Local Versus Published Norms 52 -- Chapter V: CONCLUSIONS, INTERPRETATIONS, AND RECOMMENDATIONS 55 -- Significance of Achievement and Growth Scores 55 -- Risk Classification Methods 56 -- The Costs and Benefits of Using Local Versus Published Norms 59 -- Conclusions 60 -- Identifying At-Risk Readers 60 -- Instructional Recommendations 61 -- Future Research 61 -- REFERENCES 63 -- APPENDIX A: Institutional Review Board Exemption Report 75 -- APPENDIX B: Letter of Cooperation 77Lamb, KatherineCarter, Matthew D.Radcliffe, BarbaraS.L.P.D.Doctor of Speech-Language Patholog