11 research outputs found
Old Fashioned Ice Cream Social at the U of M, Crookston Features Author Gayla Marty on Wed., Aug. 18, 2010, from 2-4 p.m.
Full text linkTollefson, Elizabeth. (2010). Old Fashioned Ice Cream Social at the U of M, Crookston Features Author Gayla Marty on Wed., Aug. 18, 2010, from 2-4 p.m.. Retrieved from the University Digital Conservancy, https://hdl.handle.net/11299/222491
Disrupted by God
No full textIt is God's disruption and conviction that breaks us away from everyday life and habits. The speaker references her missionary work that has allowed her to understand this. Once we have been disrupted and shown God's intended path, we can become disruptions to others
Engineering Mechanics: Statics
No full textIntroduction to engineering mechanics: statics, for those who love to learn. Concepts include: particles and rigid body equilibrium equations, distributed loads, shear and moment diagrams, trusses, method of joints and sections, & inertia
Routes to highly substituted fulvenes and applications to organometallic synthesis, 1997
Full text linkThe goal of the research presented was to develop a high yielding method for the preparation of a tetrasubstituted fulvene and to prepare a ferrocene complex incorporating a new tetrasubstituted cyclopentadienyl ligand prepared from the fulvene. By modifying the procedure of Conia, the preparation of 3,4-dimethylcyclopent-2-enone was attempted. 3 ,4-dimethylcyclopent-2-enone was treated with MeLi and [(Ph)3P=CH(Ph)2)] in order to synthesize diphenylmethylene-2,3-dimethylcyclopent-2-ene. The synthesis was not successful after several different modifications. Diphenylmethylene-2,3 -dimethylcyclopent-2-ene was to be treated with bromine, followed by triethylamine to give 3,4-dimethyl-6,6-diphenyl fulvene
Body & Evironment
Full text link122 pagesEssays:
Waves of Whales - Sadie Trush / Bionic Rhythm - Kirsten Vinyeta / Counting Stomata - Allyson Woodard
Fiction:
To Hear the Earth Speak - Francesca Varela / Interview
“To Make Change You Need to be Inspired” - Jessica Rojas / Poetry: Us. -
Anonymous / Adama -
Christa Linz / Pump -
Lisa Lombardo / On a Cross-Country Bus - J. Pazamàdjigan
/ Mountain Hemlock -
Susanne Twight-Alexander / The Garden of Earthly Delights -
Chithira Vijayakumar
/ Ambrose -
Gayla WardWel
Time Provoked: Interrogating the Past, Imagining the Future
No full text54 pagesFeatures: Tapestried in Green: When the Trees
Came Down at Camp -
Melissa Sexton /
Time for Justice - Julie Bacon / Generational Sovereignty
and the Land - John Edward Davidson /
Salmon Seasons - Rick Gurule / The Sabbath Pastoral - Robert Zandstra / Pictograph - Bennett Battaile / Traditional Ecological
Knowledge and the
California Condor - T. Bird Wicks / The Memory of Persistance - Chithira Vijayakumar / Prosthetic Desire: Bodily
Enhancement and Longing
in Science Fiction - Samuel VanNest / Take Me Amtrak:
Notes on a Train Trip - Lisa Lombardo / Taking Turns - John Edward Davidson
/ In Passing - Gayla Wardw
Developing Cultural Competence through Problem Posing and Multicultural Children\u27s Literature
Full text linkIncreasing diversity in Kansas elementary schools is challenging educators to teach culturally and linguistically diverse students effectively. Unfortunately, research shows teachers as lacking in necessary cultural competencies. This article shares a multicultural picture book action-research project and shows how pre-service teachers constructed pedagogy by selecting literature that drew upon their students’ funds of knowledge. Implementation of the same project in practicing teachers’ classrooms revealed their self-reflections of students’ cultural connections frequently, but more often, the teachers’ reflections focused on students’ connections to the curriculum. This observation prompted an alternative problem-posing approach for utilizing multicultural literature to be presented for teachers.
Implementing multicultural children’s literature…has helped me to see that my students grow up different than I did and come from different backgrounds and have different families than I do, and it is something I need to remember when planning for my students… [and] not try to get students to fit into the way I feel comfortable teaching… (Pre-service teacher’s self-reflection after reading aloud a multicultural picture book in a practicum setting - March, 2012).
Transforming one’s cultural landscape, as this pre-service teacher’s reflection demonstrates, requires examining one’s personal understandings and recognizing “vacancies” in previous experiences—holes that when recognized leave lasting impressions and prompt one to change the “status quo in education” (Szecsi, Spillman, Vázquez-Montilla, & Mayberry, 2010, p. 44). Teacher education programs have worked at bringing about changes in mainstream education and particularly the cultural competencies of their candidates for some time (Ming & Dukes, 2006). Incorporating multicultural educational training to facilitate candidates’ awareness, knowledge, and skills to more successfully teach students from cultures other than their own is common (Pang, Stein, Gomez, matas, & Shimogori, 2011). Unfortunately, research shows that while practicing teachers are aware and knowledgeable of diversity issues and support multicultural teaching, they fail to consistently and effectively implement cultural practices in their classrooms (Leighton & Harkins, 2010). Such evidence, coupled with the growing diversity in our Kansas elementary classrooms (Center for Public Education, 2009), urges us, as literacy teacher educators, to seek ways that better develop our preservice and (ultimately) practicing teachers’ cultural competencies.
As such, the intent of this article is to share our multicultural picture book action-resarch project (Author & Author, 2012) and show how pre-service teachers construct pedagogy by selecting literature that draws upon their students’ “funds of knowledge” (Moll, Amanti, Neff, & Gonzalez, 1992, p. 133). We also examine how such pedagogy alone does not result in culturally competent teachers with “behaviors that illustrate culturally sensitive interactions with diverse groups” (Leighton & Harkins, 2010) and offer an approach for how elementary teachers might utilize multicultural literature to further deepen their cultural teaching competencies
Violence and Fragility: A Study of Violent Young Offending in Yemen and Other Fragile States
Full text linkThis thesis examines the relationship between violent young offending that has no clear political motive and state fragility. It does so by conducting an in-depth evaluation of crime, underdevelopment and crime control systems in Yemen, using existing theories of criminology and international development to suggest new ways of understanding and responding to violent criminal behaviour in that country and elsewhere. While one of the stated goals of this thesis is to generate new theoretical understandings of criminal violence in Yemen, its main contribution to knowledge is that it brings criminological theory into the discourse on international socio-economic underdevelopment in order to open up a new conduit for the academic analysis of fragility. In so doing, it merges criminological theory with the study of international development and state fragility, where the two academic disciplines have previously remained quite separate.
The above aims are achieved through an extensive study of the Yemeni development context, based upon a combination of field research interviews conducted with prominent stakeholders in Yemen, distance research by phone and online conducted with Yemeni stakeholders, and expert consultations conducted with important analysts working either on Yemen directly or more broadly in the area of security and justice reform. The research itself, meanwhile, also provides a detailed overview of relevant theory and literature on criminology, justice reform and state fragility, while being supported by Yemeni criminal justice statistics.
In light of the theoretical emphasis of this investigation, the findings of this thesis are suggestive rather than empirical. The author argues that the absence of state services, legitimate opportunities and socialising activities for young people, along with their exposure to significant levels of violence, produces extreme economic, psychological and socio-cultural stresses that lead to their increased aggression and rejection of state legitimacy, all of which combine to raise the likelihood of violent young offending in Yemen. It is argued that these trends yield a coherent analytical framework with relevant lessons for other fragile states, notwithstanding that Yemen's cultural specificities and tribal communities have produced unique influences that distinguish it from other fragile settings
