1390 research outputs found
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A Not So Sustainable Campus
No full textOn the UP campus, the sprinklers run all the time. The campus decision makers want to keep the grass green and make the campus look pretty, but they are not only running the sprinklers in the summer — they run them all year round. They run them when it’s already raining. They run them when they aren’t even hitting the grass — they water the sidewalks. To my knowledge, this has been brought to the attention of campus decision makers multiple times, and there has been no change. It is worth a little bit of brown grass to have a more sustainable campus.
Theme: Decision and Policy-Makers and Sustainability: What are consequences of decision-makers and policy-makers in regards to sustainability?
Medium: Digital Photographyhttps://pilotscholars.up.edu/sustainability_photovoice_exhibit/1004/thumbnail.jp
Good Intentions, but Is It Enough?
No full textThis is a photo I took at Roosevelt High School. This time, it includes a few food bags we had made to hand out at the food pantry. In this case, the intentions are well, trying to provide free food for those in the community. This food has been donated from our local food bank. While this seems great, much of the non-perishable foods are not as healthy as fresh produce would be. This goes to show how one\u27s income determines whether or not they have access to a healthy diet. I understand that while non-profit organizations like the SUN School try to hold events where those in our community can get access to food that may be hard to get on their own, it would be more equitable if these foods were not ones that add to these communities\u27 health issues, especially being that those in these communities are often BIPOC, which are more prone to non-communicable diseases. This adds to the list of ways that these populations are oppressed because of how only the rich can afford to be healthy.
Theme: Access to Food and Nutrition: What food is available and to whom? Where and how do they get access to it?
Medium: Digital Photographyhttps://pilotscholars.up.edu/sustainability_photovoice_exhibit/1001/thumbnail.jp
SheYouMeHer
No full textSelf Portrait of the artist
Medium: Graphite and paperhttps://pilotscholars.up.edu/quinn_soleia_exhibit/1008/thumbnail.jp
What is wrong with you? : Culturally-Shaped Interpretations of Professional Identity in International Organizations
Get PDFThis study argues that globalization is an organizational communication process, which embodies the constant tension between homogenization and uniqueness of cultures in the global business context. The tension of globalization emerges through intercultural communication processes between professionals with different symbolic understandings and taken-for-granted assumptions of what it means to be a professional and act professionally. In order to navigate these different understandings, professionals need to negotiate “boundary tensions” or different assumptions about the “right way” to be a professional. Extending the conversation on identity, this study argues that all the different fragments of identities interact in the discursive mediation and performance of professional identity in intercultural and globalized organizations. Professional Identity therefore is a picture puzzled together by many fragments of identities and performed in context
Saturn V
No full textMedium: Pen and watercolors on paper.
Description: Saturn V rocket at Kennedy Space Center Visitor Complex. Merritt Island, FL.https://pilotscholars.up.edu/thaynecovert_exhibit/1015/thumbnail.jp
Developing a Method for Producing Hydrogel Beads Containing Encapsulated Cells for Bioremediation
No full textThe overall project that I got to help work on aimed to use hydrogel beads to bioremediate water. The small hydrogel beads contained immobilized bacteria cells. When contaminated groundwater diffused through them, these bacteria could break down contaminants in water. The part of the project that I worked on focused on producing a large amount of uniform hydrogel beads. We worked on making the bead production setup more efficient.https://pilotscholars.up.edu/ase_internships_2021/1000/thumbnail.jp
Open Educational Resources Panel Discussion
No full textAn Open Educational Resources (OER) panel discussion hosted by the University of Portland Clark Library. Invited guest speakers Karen Bjork, Head of Digital Initiatives, Cataloging, & eAccess from Portland State University, and Dr. Carolyn James, Dr. Beth Morton, and Dr. Ross Hanig from the University of Portland discuss OER, the pro and cons, and their experiences adopting and teaching using OER in their courses
Take what you need, give what you can
No full textI was on a walk around the neighborhood, and this take what you need, give what you can box caught my eye -- these shelves are great examples of what a community of care looks like. I see this shelf often, and it is not always stocked with the most useful or healthy items, but, that said, what is in it still goes to show how people are thinking about the needs of their community and what they can do to care for them, even in the smallest ways. Right next to this shelf is a little community garden, though, considering the season, it is not yet in bloom. Both the shelving and the garden make food available to people who might not have access to these foods otherwise, and the fact that these things are from the community and for the community foster a much needed sense of care.
Theme: Access to Food and Nutrition: What food is available and to whom? Where and how do they get access to it?
Medium: Digital Photographyhttps://pilotscholars.up.edu/sustainability_photovoice_exhibit/1003/thumbnail.jp
Cathedral Rock
No full textOver spring break, I went to Arizona. I am lucky to have a friend that lives there, and access to cars and modes of transportation. This picture was taken on a hike in Sedona, about an hour and a half away from Prescott where my friend lives. For the group I went with, this was a cheap and accessible activity. We weren\u27t paying to go out, and we were able to hike and just enjoy nature and each other\u27s presence. Thinking back on it now, this definitely is not an accessible leisure trip for everyone. Sedona itself is an expensive, small, tourist town. The shops and places to stay there are overpriced. My group was lucky to have cars to get us there, but for some, the cost of getting there is too much, and it is even more if you have to pay for lodging. The hike is also not accessible for people who are not as able-bodied as I am, which could stop a lot of people from being able to view this beautiful scenery.
Theme: Access to Rest and Leisure in the Outdoors: Who Has the Right to Rest and Where?
Medium: Digital Photographyhttps://pilotscholars.up.edu/sustainability_photovoice_exhibit/1002/thumbnail.jp
Examining the Ways Female Students Experience Teacher Feedback and Assessment
Get PDFProviding instructional feedback and assessing student learning are integral components of the educational process. Yet teachers report that in their preservice education programs and subsequent inservice professional development, they receive very little instruction specifically dedicated to feedback and assessment practices. Research reveals that feedback and assessment remain at the center of debate in academia, and teachers report that assigning grades and giving effective academic feedback are major contributors to overall job dissatisfaction, especially given the high-stakes role grades play in students’ academic, athletic, college admission, and future employment opportunities (Feldman, 2019; Guskey & Bailey, 2001). While much has been learned about effective assessment practices, there is still much to learn about how students experience feedback and grades. The pressure to achieve impacts students’ motivation to learn, academic self-efficacy, self-esteem, and overall health and wellness, and female adolescents are at greater risk of mental-health issues due to grades and academic pressure than their male counterparts (Saviola et al., 2020; Villeneuve et al., 2019). The purpose of this mixed-methods case study was to better understand the effect of feedback and assessment practices on female students in an urban, faith-based environment. In phase 1 of this research, two surveys were distributed electronically. The first survey asked teachers to rate their self-perceived skills with assessment practices. The second survey asked students to describe how they respond to teachers’ instructional feedback. The second phase of this research involved semi-structured interviews where ten students described their experience with teacher feedback specific to an assignment they chose. The findings of this study were summarized in three areas: (1) teacher training in assessment versus their perception of assessment skill, (2) giving academic feedback versus experiencing academic feedback, and (3) considering students’ emotional connection to their work in overall feedback and assessment strategies. This study contributed to our understanding of teachers’ formal training versus perceived skills in feedback and assessment, how female students experience feedback, and the impact that teachers’ instructional comments and final grades have on female students’ academic self-efficacy and self-esteem