Minnesota State University, Mankato
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Maximizing the Value of Career Events in Higher Education: An Analysis of Student Experiences Using SmartPLS
Get PDFReview of Advanced Public Speaking
Get PDFReview of Advanced Public Speaking by Lynn Meade, University of Arkansas, https://uark.pressbooks.pub/speaking
Biogeography of functional traits and fire regimes in oak species (Quercus) across the United States
Get PDFThis thesis is submitted in the form of two chapters. The first chapter encompasses background research, a literature review, important information, as well as motivation for our study. This first chapter provides insight into fire ecology, functional traits, and context about Quercus. The second chapter is written as a standalone paper for submission to the journal of Global Ecology and Biogeography, thus this second chapter can be read and understood independently of the first chapter. The study of biogeography is a discipline encompassing a species distribution across varying ecosystems in space and time. Biogeography allows for the synthesis of large-scale patterns of a species including its evolutionary history, as well as varying biotic and abiotic factors. Here, we create a framework to assess functional traits in their fire resistance using a quantitative approach, utilizing the study system Quercus. In our study we spatially analyzed oak species adaptation patterns to fire utilizing functional traits and large-scale forest inventory analysis (community) datasets. We employ herbarium and field-collected functional trait data (plant height, bark thickness, self-pruning, specific leaf area, leaf habit, flame height and flame duration) to map oak species fire resistance across the US. We created a community-weighted mean fire resistance score of the US oaks and were able to identify areas of mismatch between a species assigned fire resistance score (FRS) and historical fire return interval (FRI) of an area. The FRS traits were analyzed using model selection Akaike Information Criterion. The FRS and FRI were analyzed for evolutionary trends using Phylogenetic Generalized Least Squares, and Ancestral Character State Reconstruction. We provide evidence that our assigned FRS did vary depending on the fire regime group (FRG) they occurred within. Our findings indicate that oak distribution across FRGs is not uniform, with a majority of oaks existing in FRG 1. Species in our FRS index that possessed a suite of functional traits, rather than scoring very high on just one singular trait resulted in higher FRS. We provide a framework of integrating functional traits into spatial analysis with implications for future research
The Application of Interpersonal Concepts to Reframe Instructor Misbehaviors
Get PDFThe research literature surrounding instructor misbehaviors has been largely influenced by two typologies of misbehaviors. Kearney et al. (1991) introduced the first typology of instructor misbehaviors, which included incompetence, offensiveness, and indolence. Goodboy and Myers (2015) later revisited this initial typology, finding additional misbehaviors that reflected changes in the classroom climate, including antagonism and misbehaviors enacted during lectures. Much of the research on instructor misbehaviors utilizes these typologies, using a framework of interpersonal theories as a means of understanding instructor misbehaviors. In my review of the literature, common theories applied included expectancy violations theory, communication privacy management theory, and attribution theory. Through the application of these theories, instructors have been painted in a negative light. However, I argue that these theories can be applied to misbehaviors to reframe those misbehaviors as an opportunity to enhance the interpersonal climate of the classroom and the student-teacher relationship
Education Change: Research, History, Reality
Get PDFEducation Change is another effort from Educational Futures Projects, Sacramento California, to convince educators that more of us need to learn how to unfold our deck chairs. Author Dr. Don Glines has spent his career actually implementing change in schools and colleges, and in conjunction, consulting for others also implementing educational innovations.
Education Change is presented in cooperation with Project 100% Graduation, directed by Dr. John R. Eggers of Minnesota. The goal of this project is to have more students graduate, as graduation rates are low to extremely low in a variety of communities.https://cornerstone.lib.mnsu.edu/glines-books/1001/thumbnail.jp
Tier II Behavioral Intervention: A Direct Comparison of Two Versions of Class Pass
Get PDFDisruptive behaviors are some of the most difficult behaviors for teachers to address in schools. They can take multiple forms in the classroom, and can impact the student displaying them, as well the rest of the learning environment in terms of academic engagement. Disruptive behaviors are believed to be displayed by students for the purpose of attaining social positive and social negative reinforcement. These behaviors also tend to fall into a higher level of need based on MTSS/PBIS tiered support models. Typically, disruptive behaviors fall within Tier II level of need, where universal supports are not enough, but intensive, individualized supports are not necessary. Tier II is most efficient when implemented using a standard protocol approach, which requires one to two interventions in this tier being trained in most staff. One such intervention is Class Pass, a targeted intervention which gives students daily break passes that they can exchange for short breaks from academic work at times of their choosing during the school day. In its four applications in the literature, two versions of Class Pass exist, one which includes the component of saving unused passes to exchange for backup reinforcers, and one which excludes this component. All applications have shown to decrease students’ disruptive behaviors and increase academic engagement. To date, no research has compared the two versions of Class Pass. This study directly compared both versions of Class Pass to attempt determine which version was more fit for a standard protocol approach to Tier II, based on their impacts on disruptive behaviors and academic engagement
Rechazos del español: Una comparación de mexicanos monolingües, hablantes de herencia y aprendices de español
No full textLearners of Spanish as a second language can use advanced grammatical structures, vocabulary, idiomatic expressions and have good pronunciation and communication skills. However, the speech act of refusal is not a natural act for them. The aim of this study is to analyze the structure and function of the refusal speech act by comparing three populations: 1) monolingual Mexicans, 2) Spanish heritage speakers and 3) second-language learners of Spanish (3 groups). This research will serve and help heritage speakers and Spanish learners improve their communicative competence to express themselves more clearly and concisely, as well as learn to communicate more similarly to native Spanish speakers.
Participants (N=38) were 10 monolingual Mexicans, 10 heritage speakers, and 18 Spanish learners (3 groups). All participants completed an Oral Discourse Completion Task (ODCT) and a language background questionnaire. In addition, heritage speakers and Spanish learners completed a social interaction questionnaire and a contextualized Spanish language proficiency test. The ODCT consisted of 12 diverse situations as a function of three variables: degree of imposition (high, medium, low), authority (superior vs. equal), and intimacy (distant vs. intimate).
The results showed that monolingual Mexicans tended to use indirect rejections, such as reason/justification, thanks, efforts to dissuade the interlocutor, alternatives, etc. Heritage speakers also employed indirect rejections, namely reason/justification, apologies, efforts to dissuade the interlocutor, thank you, etc. That is, it was found that the rejections of heritage speakers were similar to those of monolingual Mexicans in the sense that they employed indirect strategies, but the difference lay in the type and number of strategies. Regarding the variables mentioned above, this study revealed that heritage speakers justified themselves much more than monolingual Mexicans in situations that were not so serious and with interlocutors representing superiority.
As for the comparison made between monolingual Mexicans and learners of Spanish (3 groups) it was shown that intermediate and advanced learners were more direct than monolingual Mexicans, but monolingual Mexicans were more direct than beginning learners. This study also showed that advanced learners were the only ones who used empathy as a strategy.
As for the first variable, it was observed that intermediate and advanced learners used less justification than monolingual Mexicans with distant listeners. On the other hand, beginner learners justified themselves more than monolingual Mexicans with distant or unfamiliar listeners. Regarding the second variable, advanced learners were the only ones who did not use the desire strategy. On the other hand, beginners and intermediate learners did, as long as they were their boyfriends/girlfriends, friends, or partners (intimate relationships). Mexicans did use the desire strategy, but only with interlocutors they considered superior. Finally, Mexicans gave more alternatives than apprentices in mild situations
Geoffrey Gauthier, Eastern Michigan University, 2023 After Dinner Speaking Event
No full textVideo of Geoffrey Gauthier\u27s presentation for the final round of the After Dinner Speaking event for the 2023 American Forensic Association National Speech Tournament hosted by Santa Ana College
Garrett Reynolds, University of Alabama, 2023 Informative Speaking Event
No full textVideo of Garrett Reynolds\u27 presentation for the final round of the Informative Speaking event for the 2023 American Forensic Association National Speech Tournament hosted by Santa Ana College
Sarah Keller, Illinois State University, 2023 Persuasive Speaking Event
No full textVideo of Sarah Keller’s presentation for the final round of the Persuasive Speaking event for the 2023 American Forensic Association National Speech Tournament hosted by Santa Ana College