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THE CHINKS IN THE PROSODIC CLASSIFICATION OF LANGUAGES: WHAT KIND OF A TONE LANGUAGE IS ANYI?
Get PDFDelafosse (1900:15-18) remarked more than one hundred twenty years ago that Anyi was not a full-fledged tone language like Yoruba, nor was it an accent language like English or French. Quaireau (1978:217-8) came to the same conclusion regarding the suprasegmental status of Anyi. I concur with them that Anyi is hard to classify suprasegmentally because it straddles the three prosodic types into which world languages are currently classified, namely: tone languages, pitch-accent languages, and accent languages. Six parameters are used to shed some light on why Anyi defies prosodic typologies
Old Model School (1906), exterior, St. Cloud State University
No full textCompleted in 1906, the Old Model School served as the campus laboratory school until 1913 when Riverview opened. The Old Model School then served as the campus library until 1952 when Kiehle opened. It was demolished in 1960.https://repository.stcloudstate.edu/scsubldgs/1010/thumbnail.jp
The Difference in High School Chemistry Students\u27 Ability to Retain Science Concepts when Performing Virtual Versus Hands-on Labs
Get PDFThis research evaluated high school chemistry students’ science lab quiz scores after they performed multiple chemical reactions labs in two different formats: virtual and hands-on approaches. Virtual labs were performed by the researcher using a video format where the lab was set up and performed with no student contribution, and hands-on labs were performed by students in their lab groups with little teacher contribution. Minor teacher-led safety measures were taken to ensure student safety. Students who performed a virtual lab for the first lab were required to perform the second lab using the hands-on lab to accurately evaluate data when students perform each type of lab format. During each lab, students identified observations and results of the lab and participants were assessed using a lab quiz within a week and at the end of the trimester to identify short-term and long-term retention of material.
Independent T-Tests indicated 95% confidence that the variance (means) between lab formats were not equal. Test of Between-Subjects (ANOVA) tested differences in gender, race, hour of class, and teacher of the class indicated a 95% confidence that the mean scores were equal across groups when tested with both lab formats. Regarding short term retention, mixed data was observed. The hands-on lab mean score was 9.7% higher than the virtual lab in the first chemical reaction lab and the virtual mean score was 1.3% higher than the hands-on lab in the second chemical reaction lab. Long-term retention appeared to drop most significantly in the hands-on lab groups with a mean decrease of 21.25% compared to a decrease of 14.22% for students who performed virtual labs. Qualitative data suggests that students prefer hands-on labs and feel that they learn more with a deeper understanding; however, the results do not clearly show the validity from the students surveys and in fact show the opposite regarding long-term retention attrition rates. The results of the study provide arguments for both formats of lab and ultimately requires more data, more labs, and more participants to confidently answer the research questions
Pop-up Seminar: Ukraine vs. Russia (Q&A)
No full textOver two weeks after our first pop-up (Feb. 10) Russian experts Dr. Blinnikov (Geography) and Dr. Lindsey (Political Science), made themselves available to answer the questions on the minds of our campus community and beyond.https://repository.stcloudstate.edu/sopa_seminars/1002/thumbnail.jp
Mentors and Teachers’ Perspectives on the Effectiveness of Mentoring Rural Girls Kenema District, Eastern Region Sierra Leone
Get PDFThis study aimed to evaluate the effectiveness of the Chosen Network in mentoring Sierra Leone. The study aims to examine the perspective of mentors and teachers on the effectiveness of the intervention. The study is conducted to contribute to the literature on using effective mentoring interventions to address some school-related school attrition and other challenges facing rural girls’ education. Two questions were researched: i) How has the Chosen Network Mentorship program supported girls’ identity development, a sense of purpose, and general well-being? ii). To what extent have the program intervention strategies impacted academic performance?
A literature review of the study focuses on characteristics and components of effective mentoring programs in three themes; self-identification, a sense of purpose, guidance, and theoretical underpins of mentoring. The study adopts a qualitative research design with some basic narrative reports using a Matrix Analysis Framework to analyze data. Teachers and mentors (community and program mentors) were interviewed using individual and group semi-structured protocols. Interviews were conducted utilizing Zoom meeting technology with the support of a Research Assistant. Six interviews with sixteen study participants in three focus groups with teachers and community mentors, and three individual interviews with program mentors. The Principal Researcher conducted the interview, transcribed data verbatim, and analyzed the data.
The study found that The Chosen Mentoring program impacts the lives of rural girls by incorporating evidence-based characteristics and components of effective mentoring strategies. It was discovered that mentees had made progress in developing self-identity and a sense of purpose. Teachers and mentors observed that mentees demonstrated self-confidence, determination, and education-focused decision-making. Participating mentees in the mentoring program exhibited improved overall performance, attitude toward schoolwork, and bold decisions that prioritize their education. Teachers, parents, and mentors collaborated to provide diverse support for mentees’ improvement in schoolwork. Participants in the study observed the need for mentors and mentees to maintain a long-term relationship to maximize the mentees\u27 confidence and motivation to pursue their academic goals. The study recommended the need for a comprehensive study using mixed methods that include parents’ and girls’ perspectives
Is Wild Rice the Correct Choice for Habitat Restoration in Little Rock Lake, MN, A Managed Shallow Lake Ecosystem in the Upper Midwest
Get PDFIn this masters thesis, my work is focused on a lake located north of St. Cloud in Rice, Minnesota called Little Rock Lake. Here, I have exercised the idea of testing a model of wild rice growth in its correct ecological conditions. These conditions were soil type, water depth, day length, and nutrient level. Obtaining growth of wild rice according to these parameters required adjustments to the system’s nutrient imbalance. Little Rock Lake, like any shallow lake, suffers from severe eutrophication in their system which has changed the dynamics of their lake. Overloads of phosphorus in a water body change the water chemistry in terms of which algal groups are able to grow. In 2007, Little Rock Lake experienced an extreme blue-green algae bloom which produced microcystin toxins that posed an acute health risk to resident of the lake and individuals living downstream. In efforts to improve the water quality, tax payers of Little Rock Lake worked with the Minnesota DNR to perform a drawdown. The drawdown was a novel mitigation strategy to promote remediation and establish long term sustainability in a shallow lake ecosystem. Wild rice was utilized in the phosphorus removal process as well, provided by the Mille Lacs Band Indigenous group. Rice populations were found growing naturally in Little Rock Lake for many years prior to enriched nutrient levels dominating the system. Wild Rice is known for its ability to absorb large amounts of nutrients from bodies of water and it also serves as a phosphorus sink through waterfowl consumption and removal outside the water column through their fecal matter. Wild rice establishment in Little Rock Lake is influenced by a physical barrier, not a chemical obstacle. Varying substrates and water depths are effecting wild rice growth in ideal planting locations. Little Rock Lake experienced water level fluctuations of nearly 3 feet throughout the growing season in 2022. Although severe depth changes affect the reestablishment of wild rice in the system, utilizing other plant species to maintain high water quality is advised. Plant species that grow in a variety of depths is recommended for future restoration efforts in Little Rock Lake
Teacher Perspectives of Trauma-Informed Practices in Select Minnesota K-12 Schools
Get PDFPrior to the advent of the COVID-19 pandemic that began in 2020, children with traumatic or adverse childhood experiences were prevalent in P-12 education systems across the United States (National Survey of Children’s Health, 2012). Since the onset of the pandemic, the number of children exposed to trauma has risen significantly (Crosby et al., 2020). Trauma-informed practices in schools are increasingly needed to address the needs of trauma-affected students.
The effects of trauma can impact a child’s physical, emotional, and mental health as well as significantly affect a child’s ability to learn, develop, and grow (Carrion & Wong, 2011; Cole et al., 2009; Goodman et al., 2012; Illinois ACEs Response Collaborative, 2018; Izard, 2016). Even though schools across the United States are teeming with trauma-affected students, training on how to serve trauma-affected students is generally not a part of the standard curriculum in teacher preparation programs and pre-service teaching experiences (Thomas et al., 2019).
In response to the lack of education regarding trauma and trauma-informed practices, there has been a plethora of resources created to address the needs of students affected by trauma (Thomas et al., 2019). However, there is a lack of consistency in how educators are trained as well as how trauma-informed practices are implemented which makes the effectiveness of employing these practices as well as the observable and quantifiable benefits of trauma-informed practices difficult to measure (Thomas et al., 2019). There have been few studies published that have demonstrated the effects of these practices which make the touted benefits of trauma-informed practices hypothetical (McInerney & McKlindon, 2014). Additionally, there is a lack of education from within the field of education that supports the use of trauma-informed practices (Thomas, 2019).
The purpose of this study is to ascertain educator perspectives on the effectiveness of trauma-informed practices in schools as well as educator perspectives as to the perceived benefits and barriers associated with implementing these practices. Additionally, this study aims to determine the trauma-informed practices most frequently utilized by Minnesota K-12 educators. This study will add to the limited body of research currently available surrounding trauma-informed practices in schools
The Effects of Stimulus Pairings on Surrogate Conditioned Motivation Operations
Get PDFResearch on the surrogate conditioned motivating operation (CMO-S) is sparce and typically produces unsuccessful outcomes. These failures suggest this concept may not be as simple as it is defined, and researchers must explore different strategies to produce the effect; in this case, without contriving for a motivating operation. Four participants recruited from a midwestern university were assigned to color or sound changing video games, in which certain colors or sounds were randomly assigned and then paired during conditioning sessions with specific edibles. Data were collected during probe sessions at the beginning, middle, and end of the study by recording the exact time an edible was selected; conditional probability analyses were then used to assess if participant responding began to outperform chance responding and thus suggest a CMO-S effect was developing. Data were analyzed on general and individual responding, meaning one analysis assessed any edible choice during any stimulus change, whereas additional analyses assessed a specific edible choice during its assigned intervals. Results show that a general effect likely occurred for two participants, one of which also showed a potential specific CMO-S effect. The two participants that failed to show an effect spur discussion on the role of preparedness in CMO-S designs; effects were demonstrated when edibles were paired with visual changes, but not when paired with auditory changes. Based on these results, more research is warranted to understand and explore how to effectively create the CMO-S effect and how it can be used to promote adaptive behavior change.
Keywords: surrogate conditioned motivating operation (CMO-S), motivating operations, conditional probability analyse