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P-Indeterminate Vector Similarity Measures Neutrosophic Framework for University Smart Classroom Construction Quality Based on Interactive Teaching Platforms
No full textNew development of the neutrosophic fuzzy soft set framework using several aggregation operator techniques
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Quantifying Indeterminacy in News: A Neutrosophic Method for Assessing Fact-Checking Outcomes
No full textA Hybrid Probabilistic-Neutrosophic Adaptive Convergence Model for Analyzing Innovative Performance of Agricultural Technology Enterprises in the Digital Economy
No full textA New Entropy-influence-aware Interval-Valued Neutrosophic Bonferroni Aggregation and its Application to Academic Teaching Evaluation of University Staff during Educational Reforms
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MR-Metric Spaces: Theory and Applications in Fractional Calculus and Fixed-Point Theorems
No full textCompendium of Exhibits from the Papers of Supreme Court Justices
No full textA compendium of exhibits from multiple libraries and archives to accompany John P. LaVelle, Uses and Abuses of Johnson v. M\u27Intosh in Native American Land Rights Cases: Investigative Insights from the Indian Law Justice Files, 86 Montana Law Review 281 (2025)
Structuring Childhood and Building Americans: Socialization, Assimilation, and Resistance at American Children’s Institutions
No full textSynthesizing existing academic research with information from archival sources, this study explored the role that adult-designed places played in the socialization and assimilation of children into American society between 1865 and 1935. Using a sample of 16 white American children’s homes and Native American boarding school campuses, it documented changes through time and differences based on race against American societal expectations for wards of the state to see how the construction of space encouraged, discouraged, or lacked relationship with the expectations of American identity. The results of this study provided evidence for an enduring and standardized approach to American children’s institutional practice that applied to all wards, regardless of background or period. In addition, points of departure illustrated how administrators embedded institutional desires for assimilation and socialization into their campus environments in ways that aligned with the contemporaneous expectations American society had for childhood and race. These outcomes underscored ways that children’s institutions structured childhood and built Americans during the late nineteenth and early twentieth century