911 research outputs found
Assessing El Salvador’s Transition From Civil War to Peace
No full textPreprint of chapter 14 of: Stephen John Stedman, Donald Rothchild, & Elisabeth Cousens (eds.), Ending Civil Wars: The implementation of peace agreements. Boulder,CO: Lynne Rienner Press, 200
Lynne Briggs
No full textThis 1966 photograph shows Lynne Briggs, age 13, who won the Supreme Folk Dancing Award in the Mountain Youth Jamboree. Founder and director of the Mountain Youth Jamboree, Hubert H. Hayes (1901-1964) auditioned and directed youth to perform in folk dance, music, and folk and ballad singing. The jamboree was held in the Asheville City Auditorium (now known as Thomas Wolfe Auditorium) from 1948 to 1973, and Hayes’ wife, Leona Trantham Hayes (1913-1989) continued to direct the program after his death in 1964. Hubert Hayes was an author, playwright, and alumni of Duke University
Lynne Briggs
No full textThis 1966 photograph shows Lynne Briggs, age 13, who won the Supreme Folk Dancing Award in the Mountain Youth Jamboree. Founder and director of the Mountain Youth Jamboree, Hubert H. Hayes (1901-1964) auditioned and directed youth to perform in folk dance, music, and folk and ballad singing. The jamboree was held in the Asheville City Auditorium (now known as Thomas Wolfe Auditorium) from 1948 to 1973, and Hayes’ wife, Leona Trantham Hayes (1913-1989) continued to direct the program after his death in 1964. Hubert Hayes was an author, playwright, and alumni of Duke University
Roberts, Lynne Allene (FA 1226)
No full textFinding aid only for Folklife Archives Project 1226. Student paper coupled with a photographic essay titled “A Day in the Life of J. Allen and Irma Moats” in which Lynne Roberts details the daily routine of her maternal grandparents. The author outlines their diet, sources of income, domestic duties, and use of modern technology. Accompanying the paper is a set of 19 black and white photographs of J. Allen and Irma, their home, crafts, and additional cherished keepsakes
Coming to Terms: A Theory of Writing Assessment
No full textIn a provocative book-length essay, Patricia Lynne argues that most programmatic assessment of student writing in U.S. public and higher education is conceived in the terms of mid-20th century positivism. Since composition as a field had found its most compatible home in constructivism, she asks, why do compositionists import a conceptual frame for assessment that is incompatible with composition theory? By casting this as a clash of paradigms, Lynne is able to highlight the ways in which each theory can and cannot influence the shape of assessment within composition. She laments, as do many in composition, that the objectively oriented paradigm of educational assessment theory subjugates and discounts the very social constructionist principles that empower composition pedagogy. Further, Lynne criticizes recent practice for accommodating the big business of educational testing—especially for capitulating to the discourse of positivism embedded in terms like validity and reliability. These terms and concepts, she argues, have little theoretical significance within composition studies, and their technical and philosophical import are downplayed by composition assessment scholars. There is a need, Lynne says, for terms of assessment that are native to composition. To open this needed discussion within the field, she analyzes cutting-edge assessment efforts, including the work of Broad and Haswell, and she advances a set of alternate terms for evaluating assessment practices, a set of terms grounded in constructivism and composition. Coming to Terms is ambitious and principled, and it takes a controversial stand on important issues. This strong new volume in assessment theory will be of serious interest to assessment specialists and their students, to composition theorists, and to those now mounting assessments in their own programs.https://digitalcommons.usu.edu/usupress_pubs/1148/thumbnail.jp
Untethering an unusual cause of kidney injury in a teenager with Down syndrome
No full textAcute kidney injury (AKI) is characterized by the acute nature and the inability of kidneys to maintain fluid homeostasis as well as adequate electrolyte and acid-base balance, resulting in an accumulation of nitrogenous waste and elevation of serum blood urea nitrogen and creatinine values. Acute kidney injury may be a single isolated event, yet oftentimes, it results from an acute chronic kidney disease. It is critical to seek out the etiology of AKI and to promptly manage the underlying chronic kidney disease to prevent comorbidities and mortality that may ensue. We described a case of a 16-year-old adolescent girl with Down syndrome who presented with AKI and electrolyte aberrance.Abdominal and renal ultrasounds demonstrated a significantly dilated bladder as well as frank hydronephrosis and hydroureter bilaterally. Foley catheter was successful in relieving the obstruction and improving her renal function. However, a magnetic resonance imaging was pursued in light of her chronic constipation and back pain, and it revealed a structural defect (tethered cord) that underlies a chronic process that was highly likely contributory to her AKI. She was managed accordingly with a guarded result and required long-term and close monitoring.Peer reviewed
The Impact of an Online Video Library and Case-Based Learning in the Development of Student Clinical Reasoning
No full textAbstract
Date Presented 3/31/2017
This complementary mixed-methods study explored the impact of text or video cases on clinical reasoning of occupational therapy students. Significantly higher inductive reasoning and complex understanding of clinical reasoning was facilitated by video case studies and can impact learning activities in occupational therapy education.
Primary Author and Speaker: Lynne Murphy</jats:p
A one-year study of the diurnal cycle of meteorology, clouds and radiation in the West African Sahel region
No full textThe diurnal cycles of meteorological and radiation variables are analysed during the wet and dry seasons over the Sahel region of West Africa during 2006 using surface data collected by the Atmospheric Radiation Measurement (ARM) programme’s Mobile Facility, satellite radiation measurements from the Geostationary Earth Radiation Budget (GERB) instrument aboard Meteosat 8, and reanalysis products from the National Centers for Environmental Prediction (NCEP). The meteorological analysis builds upon past studies of the diurnal cycle in the region by incorporating diurnal cycles of lower tropospheric wind profiles, thermodynamic profiles, integrated water vapour and liquid water measurements, and cloud radar measurements of frequency and location. These meteorological measurements are complemented by 3 h measurements of the diurnal cycles of the top-of-atmosphere (TOA) and surface short-wave (SW) and long-wave (LW) radiative fluxes and cloud radiative effects (CREs), and the atmospheric radiative flux divergence (RFD) and atmospheric CREs. Cirrus cloudiness during the dry season is shown to peak in coverage in the afternoon, while convective clouds during the wet season are shown to peak near dawn and have an afternoon minimum related to the rise of the lifting condensation level into the Saharan Air Layer. The LW and SW RFDs and CREs exhibit diurnal cycles during both seasons, but there is a relatively small difference in the LW cycles during the two seasons (10 − 30Wm−2 depending on the variable and time of day). Small differences in the TOA CREs during the two seasons are overwhelmed by large differences in the surface SW CREs, which exceed 100Wm−2. A significant surface SW CRE during the wet season combined with a negligible TOA SW CRE produces a diurnal cycle in the atmospheric CRE that is modulated primarily by the SW surface CRE, peaks at midday at ∼ 150Wm−2, and varies widely from day to day.Peer reviewe
Lynne V. Cheney: Saving Our Schools
No full textLynn V. Cheney (born August 14, 1941) is an American author, scholar, and former talk-show host. She is married to the 46th vice president of the United States, Dick Cheney, and served as the second lady of the United States from 2001 to 2009.
As chairman of the National Endowment for the Humanities from 1986 to 1993, she published American Memory, a report that warned about the failure of schools to transmit knowledge of the past to upcoming generations. A system of education that fails to nurture memory of the past denies its students a great deal, Mrs. Cheney wrote: the satisfactions of mature thought, an attachment to abiding concerns, a perspective on human existence. Currently, as a senior fellow at the American Enterprise Institute, she particularly emphasizes the value of knowing our nation\u27s history. One of the important lessons we can learn is that freedom isn\u27t inevitable, she says. This realization should make the liberty we enjoy all the more important to us, all the more worth defending.
Cheney is author or co-author of eight books, including Kings of the Hill (second edition, 1996, Simon & Schuster), a book about political figures, among them Henry Clay and Sam Rayburn, who played powerful roles in the House of Representatives. She wrote this book with her husband, who was a Congressman from Wyoming from 1979 to 1989. Mrs. Cheney\u27s 1995 book, Telling the Truth (Simon & Schuster), analyzed the effect of postmodernism on study in the humanities
Testing a model of change in achievement mentoring for school behavior problems
No full textTwo previous randomly controlled trials of a 5-month, school-based mentoring intervention plus booster sessions delivered by school personnel support the efficacy of this program in reducing declines in school behavior outcomes related to academic achievement, such as discipline referrals and grades, in at risk, urban, minority youth. However, the mechanisms responsible for this effect are unknown. One hypothesis is that the intervention effects changes in cognitions related to school engagement, particularly those related to the degree to which a student perceives the school environment to meet fundamental needs for autonomy, competence, and relatedness. Changes in these cognitions, in turn, could result in school behavior changes. The current research, which joined samples from the previous two trials with a third trial in order to increase power, evaluated the impact of this school-based intervention on cognitive and behavioral outcomes, and the role of cognitions as mediators of the intervention’s effect on behaviors. Ninth grade ethnic minority students (N = 124) identified as academically at risk by school personnel participated in three randomized controlled trials of the Achievement Mentoring Program in two secondary schools in urban, low income areas in the mid-Atlantic region of the U.S. Program effects and mediation were examined using regression analysis. Results of these analyses indicated the mentoring intervention significantly reduced student discipline referrals at follow up and this effect was moderated by previous number of discipline referrals. No statistically significant effect on cognitive outcomes was identified and no evidence of mediation by cognitive measures was found for the sample. These results provide support for the mentoring program as an effective intervention on school behavior in at risk, urban, minority youth. Implications of the findings in regard to mechanisms of change are discussed.Ph.D.Includes bibliographical referencesIncludes vitaby Andrea Lynne Taylo
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