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The Use of Campus Based Restorative Justice Practices to Address Incidents of Bias: Facilitators’ Experiences
Get PDFStudent conduct plays an integral role in the functioning of an institution and the moral development of students. As multiple models of student conduct exist, such as the Model Student Conduct Code or a Restorative Justice Approach, it is critical to have an understanding of the various structures and how to choose the most effective structure for addressing the diversifying needs of the campus community. Most college and university campuses use the Model Student Conduct Code (Dannells, 1997) which tends to place a heavy emphasis on authority and is more legalistic which creates an “adversarial environment” (Lowery & Dannells, 2004) on college and university campuses. It can be argued that the traditional student conduct code does not make space for individuals to engage in dialogue and for learning to take place. The focus of this dissertation is to understand the experiences of facilitators as they develop, implement, and use restorative justice models on college and university campuses, which provide a guiding framework for dialogue between victims/harmed parties and offenders/respondents and may be better suited as a means of managing bias and hate-motivated incidents. Restorative practices have been implemented in criminal justice, and K-12 environments and are seen by some as an antidote to overly legalistic campus conduct processes (Karp, 2004). This phenomenological research explores the experiences of individuals who have facilitated a campus-based restorative process and how that experience may impact their view of and the opportunities to improve campus climate through the lens of Critical Race Theory and Models of Moral development. Through this study, conduct and other campus administrators can gain valuable information on how restorative processes are developed, how facilitators gained and maintained institutional support, and how successful facilitators find the process in meeting their goals of student learning. Campus administrators will also gain insight on the perceived effectiveness of restorative practices as a tool for managing incidents of bias and the perception of the campus climate
Remote Monitoring of Cherry Wetness Using a Leaf Wetness Sensor and a Wireless Sensor Network
Get PDFTo get the best prices, sweet cherry growers must supply blemish-free fruit. Unfortunately, mature cherries have a fragile composition, rendering them susceptible to damage from heat, wind, birds, and rain. Rain is particularly devastating, because cherries split when they absorb too much water. Since rainstorms are common in the otherwise arid regions where most cherries are grown, growers must have a system for quickly deploying rain removal methods. The current industry solution relies on human observation and implementation, which is error-prone and costly. This project proposes an automated cherry wetness system using a Decagon Devices leaf wetness sensor (LWS) and a wireless sensor network (WSN). The research consists of analyzing industry and literature for uses of WSNs and LWSs in orchards and testing a LWS in a prototype WSN. The system will be evaluated for its potential to provide a precision-agriculture solution to the problem of remote cherry wetness detection
Moving On: A Phenomenological Study on the Experiences of Migrating Teachers in Disadvantaged School Districts
Get PDFTeacher migration occurs frequently in public schools across the United States. As teachers transition and move to new schools, this can have implications for student achievement (Adnot, Dee, Katz, & Wyckoff, 2017; Ronfeldt, Loeb, & Wyckoff, 2013), school/family relationships (Simon & Johnson, 2015), and school administrators (Ingersoll, 2003b). The purpose of this phenomenological qualitative study is to better understand the experiences that led teachers to voluntarily migrate to different schools within their district. Data for this study was collected through semi-structured interviews and document analysis. Public district documents were evaluated to better understand specific policies and/or restrictions on migrating teachers. All data was compiled and categorized into four major themes: 1) school characteristics, 2) school-based relationships, 3) professional atmosphere, and 4) leader support. While this study shows that there was no essence to the phenomena of teacher migration, it does make light of the fact that extremely negative relationships with either teaching colleagues or the school principal were important considerations in teacher’s voluntary, intra-district migration decision
The Making of Camp Shakespeare For Young Performing Artists
Get PDFIn this thesis paper, I will detail the making of Camp Shakespeare For Young Performing Artists, my final graduate short film at the University of New Orleans, from its inception as a script to its final form as a finished short film. In Part One I will examine the personal and cultural influences that led me to develop the script. Part Two will review the pre-production process – how my collaborators and I prepared for the shoot. In Part Three I will scrutinize the day-to-day process of filming. Part Four will chart the post-production process in which the film took its final shape. Finally, I will conclude with an analysis of whether the film met the goals I set for it along with my own successes and failures as a filmmaker and leader of a creative team