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Cap and Gown Convocation Program, Spring 2009
Get PDFIncludes recipients, description and history of award, and Alma Mater sheet music.https://digitalcommons.ric.edu/cg_convocation_programs/1029/thumbnail.jp
Come Tomorrow
Get PDFCollection of five short stories : Foo Foo, Like Father, Birthday Girl, Omens, and Come Tomorrow
Hiding Hiroshima
Get PDFExplores the representation of nuclear weapons in Japanese anime and US live action cinema in the 1980\u27s, using methods from cultural studies. Examines, specifically, the silences and contradictions of the selected films to reveal the cultural ideologies of Japan and the United States during the time in which the films were produced. Analyzes the Japanese animated films, Barefoot Gen, Barefoot Gen 2, and Grave of the Fireflies, and the American live action films, The Day After, Testament, and Miracle Mile
Research on the Effectiveness of the Rhode Island Adult Drug Court
Get PDFInvestigates the effectiveness of the Rhode Island Adult Drug Court Program (RIADC) by examining the impact of the treatment modalities offered by the Drug Court on paticipants\u27 likelihood of graduating successfully from the Program. Uses data on the seventy-one participants in the Program during the 2005/6 Court cycle, and describes the results in detail
Winter 2009
Get PDFInside this issue: -Message from the Director, Hedi BenAicha -President Carriuolo Shares Her Love of Reading by Rachel Carpenter -... And Madly Read: musings of an amateur book collector by Rachel Carpenter Our Staff: Marlene Lopes, Special Collections Librarian by Debra Thomson -Adams Library, Shaping a New Generation by David Maine Our Collections: -Special Collections at Adams Library by Rachel Carpenter -Check It Out: book reviews by Judith Stokes -Friends of the Library Holiday Sale by Debra Thomson -Upcoming Events & Exhibits -Statistics: Then and No
i\u3eclicker Teaching Tips
Get PDFClassroom response systems (_clickers_) can increase the learning, engagement, and participation of students with special needs in an inclusion setting. There are clear benefits as well as challenges and solutions when using clickers effectively in an inclusion classroom. Like all technology, CRS are not a magic bullet for special needs students. Teachers need to think carefully about how to implement a classroom response system in the classroom including setting sustainable ground rules and considering question content and format that are appropriate for students with special needs.
Although students may experience different degrees of low-incidence (e.g., Autism, cognitive, hearing or visual impairments) to high-incidence disabilities (e.g., learning disabilities, emotional disturbance, or speech/language impairments), CRS can be used effectively for all students when specific adaptations (e.g. accommodations and/or modifications) are implemented. It should be noted that special educational services and programs must be tailored to the individual needs of students. Therefore, thoughtful consideration of the appropriateness of CRS for any student with special needs must be made
Lisa Humphreys: 2009 Paul Maixner Distinguished Teaching Award
No full texthttps://digitalcommons.ric.edu/maixner_lectures/1000/thumbnail.jp
Sentient Beings
Get PDFTwenty-two oil paintings focusing on the beauty and energy of animals and their suffering and death through slaughter. Includes artist\u27s statement and bibliography
The Fabric of Life
Get PDFPresents fiber sculpture inspired by the topic of mother and child created by the author, accompanied by introductory commentary. Most sculpture appeared in a thesis exhibition
Exploring Some Inattended Affective Factors in Performing Nonroutine Mathematical Tasks
Get PDFDescribes students\u27 attempts to solve nonroutine math problems and explores possible correlates of their performance, focusing on inattended (i.e., intentionally avoided) dimensions underrepresented in the literature, including attitudes, interests, values, aesthetics, metacognition, and representation. Analyzes objective and subjective data gathered from a sample of 9th-grade students at a high school in Rhode Island. Finds strong evidence of students\u27 math-aesthetics in problem solving