47 research outputs found
Morning Routines of Adults With Chronic Disabilities and Without Disabilities
No full textAbstract
Date Presented 3/31/2017
The purpose of this qualitative research was to examine morning routines of adults with chronic disabilities. The study revealed that morning routines show similarities regardless of disability. Those with disabilities may need more time and objects, and they experience the need to change routines over time.
Primary Author and Speaker: MaryEllen Thompson</jats:p
Using Learning Objects to Enhance Distance or Blended Learning
No full textThe USF Tampa Library has been creating learning objects to enhance instruction and reference since YouTube came into its own in 2006. Over that period of time, the need for more expertise in creating quality learning objects that can be embedded in course management systems or on the library web site created a shift in priorities and leadership. In 2012 the USF Library hired an Assistant Director for Instruction and a Blended Librarian to provide a new direction for the instruction program, one that would include more online learning components. Both of these experts have helped transform teaching and learning because the Assistant Director for Instruction provided leadership in coordinating efforts to improve instruction and to involve faculty in using online instructional resources while the Blended Librarian helped build digital learning objects that could be used for reference and instruction. Digital learning objects can be the building blocks for reaching students at a distance in online courses and with online reference services. Maryellen Allen, Assistant Director for Instruction and Susan Ariew, Education Librarian discuss characteristics of learning objects, classify types of instructional learning objects, illustrate examples of learning objects that can offer instruction to distance learners, and offer tips on how to get started creating and using learning objects
Inspired College Teaching: A Career-Long Resource for Professional Growth
No full textPraise for Inspired College Teaching "The thoughtfulness, personalization, and consideration Maryellen Weimer demonstrates in discussing the experience of faculty members; her ability to identify issues that are shared and solvable; and her suggestions and solutions to commonly experienced stressors and difficulties in college teaching are major strengths of this volume. In addition, her personal and professional reflections on her long career as a faculty member, writer, and faculty developer expose tantalizing research questions that young education researchers might want to examine. The originality of this volume is its exploration of and reflection on a faculty member's career from a long-term perspective. The focus on iterative self and course renewal is personal and thus practical. In a way, it is a 'workshop between book covers' or perhaps several workshops!" — Laura L. B. Border, director, Graduate Teacher Program and Collaborative Preparing Future Faculty Network, University of Colorado at Boulder "A book by Maryellen Weimer always displays her wonderful grasp of the literature on college teaching and learning, her ability to tell good stories, and her wit and wisdom. This one is no exception." —Nancy Van Note Chism, professor, Indiana University School of Education, Indiana University-Purdue University Indianapolis "Although I work at a faculty teaching center and encounter many books on teaching, I have seen very few that span the full arc of the teaching career and what steps can be taken at each stage in order to retain vitality all the way through the way that this book does. I look forward to getting my own copy and using it as a resource in the faculty development activities of my center. It will have a wide readership." —Mano Singham, University Center for Innovation in Teaching and Education, Case Western Reserve University From the Inside Flap Good teaching requires a lot from teachers: emotional energy, the will to keep caring, intellectual stamina, creative approaches, vigilance, perseverance to find the way back from failure, and faith in the power of feedback to promote learning. In this groundbreaking work, Maryellen Weimer, acclaimed education author, experienced college teacher, and editor of The Teaching Professor, posits that the growth and development of a college teacher should be seen as a journey and shows how this career-long quest can be just as exciting as its destination. Inspired College Teaching reveals what faculty at all levels (beginning, mid-career, and senior) are best positioned to accomplish as teachers. It proposes activities that faculty can use across their careers to awaken their intellectual curiosity, develop instructional prowess, and keep alive the motivation to teach with passion. Filled with wisdom and a healthy dose of wit, Inspired College Teaching puts the spotlight on how faculty can best use Weimer's tested improvement process. Step by step, she shows how to select changes, how to adapt them, how to implement them, how to assess their effects, how to revise them, and when to infuse these changes elsewhere in the classroom. This method rests on Weimer's premise that faculty can and should play the central role in their own improvement process. Only by being truly involved can faculty undertake the transformative activities that result in vibrant, invigorated teaching. Inspired College Teaching is the hands-on resource that can help faculty understand and plan for all that it takes to sustain teaching excellence across a career
Group of Honor Girls from the Girls School of Home Economics at the 1941 Indiana State Fair
No full textThis group from the Girls School of Home Economics was selected at the close of the State Fair to return in 1942 as leaders. Left to right: 1st row: Mary E. Grey, Fayette Co.; Rosemary Northam, Rush Co.; Carris Jean Theobald, Shelby Co.; Mary Ann Diesslin, LaPorte Co.; Helen McCloud, Montgomery Co. 2nd row: Doris Reeves, Sullivan Co.; Anna Jane Simmons, Boone Co.; Jane Ester Kitterman, Hancock Co.; Maryellen Stephens, Henry Co.; Mary Anne Kennedy, Spencer Co
Galdosian Novels Adapted in Film and Television: 1970-1998
No full textThesis (PhD) - Indiana University, Spanish, 2007In twentieth-century filmmaking, most film critics agree that nineteenth-century novels had a special attraction for filmmakers because they established a national discourse or mythology and generated authoritative figures for their cultures. In the case of Spain, Galdós is a popular nineteenth-century author among filmmakers especially in the late twentieth century. In relation to twentieth-century Spanish history, Galdosian adaptations formulate the expressions of cultural critiques questioning the value and the meaning of the existing social order, such as women under patriarchal rule, and even representing national-historical concerns.
My studies of three adaptations, Tristana (1970) by Luis Buñuel, Marianela (1972) by Angelino Fons, and Fortunata y Jacinta (1980) by Mario Camus, demonstrate that the adaptations establish oppositional discourses to the patriarchal order of society by means of formulating and underlining the novels' femininity used in various ways such as the subversion of female body's conventional concepts, the feminine narrative style, and the emphasis on female perspective and space. The last chapter, which is about the adaptation El abuelo (1998) by Garci, shows that the adaptation questions the conventional way of defining the nation's identity and suggests another way of formulating it through melodramatic structure and emotional effects.
The fact that Galdosian novels were adapted during the most critical times in recent Spanish history indicates a national and cultural authority that Galdosian novels have. Therefore, studying literary adaptation can generate various ways to read novels, thus lending the novels cultural significance in a different period of time and through a different medium
The effectiveness of peer support for depression in postpartum women: a systematic review
No full textPurpose of Project:
The purpose of this systematic review was to examine available literature on the effectiveness of peer support and depression among postpartum women. Postpartum depression affects one in nine women and is associated with poor maternal and child outcomes including decreased breastfeeding duration and impaired bonding. Peer support groups may benefit women struggling with postpartum depression.
Methodology:
The systematic review method was utilized in this project to determine if the evidence supports the effectiveness of peer support interventions in decreasing postpartum depression. Using the three-step search strategy of the JBI, two databases were searched. Of the 133 articles identified, 14 full text articles were retrieved that met inclusion criteria based on abstract or title; 119 were excluded. Of the 14 articles that met criteria, 8 articles were excluded as they were out of the scope of the review. The majority (N=6) were excluded because they did not contain peer support interventions and 2 articles were excluded because they were observational studies. The final six studies were then appraised and extracted independently by two reviewers using the JBI Meta-Analysis of Statistics Assessment and Review Instrument critical appraisal and extraction tools. No articles were excluded after quality appraisal. The six included studies consisted of 3 randomized controlled trials and 3 quasi-experimental studies. A statistical meta-analysis was able to be performed on two of the articles, Narrative summary provides details for the remaining four articles that were not able to be included in the meta-analysis.
Results:
It was concluded that there was no significance in the meta-analysis. Clinical significance was appreciated in the narrative summary of the remaining four articles. The meta-analysis may have been underpowered due to small sample size, therefore, there is a need for more studies on the topic. Patients identified with PPD may benefit from peer support.
Implications for Practice:
Peer support may benefit women with postpartum depression. Peer support should be made available to all women at risk for depression after the birth of their child. It can be made available in the community or office setting and offered virtually or in person.DNPIncludes bibliographical reference
The National Guard during the Siege of Paris and the Commune, 1870-1871
No full textThis thesis was scanned from the print manuscript for digital preservation and is copyright the author.
Researchers can access this thesis by asking their local university, institution or public library to
make a request on their behalf. Monash staff and postgraduate students can use the link in the References field
Jack Chesney : an approach to a period role
No full textIt is the purpose of this thesis to report on, and demonstrate, the author’s preparation of the role of Jack Chesney in the California State University, Northridge production of Charley’s Aunt. Rehearsals for the play began in mid-October, 1979, and lasted until late November, with the play opening on November 30th and running for six additional performances until December 8th. The first section of this thesis, “The Acting and Research Project,” simply provides background for the project of preparing and rehearsing the role, and serves as a preface for this written report. The next section, “background of the Play,” reports on a study of the theatrical background of Charley’s Aunt and the climate of the late Victorian theatre. This research proved valuable by providing the author with a perspective on the play and his role. “Development of the Role,” the next section, reports on further pre-rehearsal preparation and research. This continued study focused upon the acting approach of the period, the social climate of the period, and on a scriptural analysis of the role. The actual development of the role was centered in the author’s process of “molding,” or “reshaping,” his own physical, emotional, and mental resources. The first four weeks of rehearsal and preparation were devoted to the development of a basic shape for the character and his actions in the play, while the remaining weeks prior to performance were devoted to the detailing of the character’s action. The next section, “Self Evaluation,” is devoted to the author’s retrospective evaluation of his performance of the role. The “Conclusion” simply reviews the principal points covered in this thesis.Includes bibliographical references (pages 40-42)California State University, Northridge. Department of Theatre
Jack Chesney : an approach to a period role
No full textIncludes bibliographical references (pages 40-42)It is the purpose of this thesis to report on, and demonstrate, the author???s preparation of the role of Jack Chesney in the California State University, Northridge production of Charley???s Aunt. Rehearsals for the play began in mid-October, 1979, and lasted until late November, with the play opening on November 30th and running for six additional performances until December 8th. The first section of this thesis, ???The Acting and Research Project,??? simply provides background for the project of preparing and rehearsing the role, and serves as a preface for this written report. The next section, ???background of the Play,??? reports on a study of the theatrical background of Charley???s Aunt and the climate of the late Victorian theatre. This research proved valuable by providing the author with a perspective on the play and his role. ???Development of the Role,??? the next section, reports on further pre-rehearsal preparation and research. This continued study focused upon the acting approach of the period, the social climate of the period, and on a scriptural analysis of the role. The actual development of the role was centered in the author???s process of ???molding,??? or ???reshaping,??? his own physical, emotional, and mental resources. The first four weeks of rehearsal and preparation were devoted to the development of a basic shape for the character and his actions in the play, while the remaining weeks prior to performance were devoted to the detailing of the character???s action. The next section, ???Self Evaluation,??? is devoted to the author???s retrospective evaluation of his performance of the role. The ???Conclusion??? simply reviews the principal points covered in this thesis
