181,025 research outputs found
Drake University 2008 Self-Study Report
No full textIntroduction--Criterion 1. Mission and Integrity--Criterion 2. Preparing for the Future--Criterion 3. Student Learning and Effective Teaching--Criterion 4. Acquisition, Discovery, and Application of Knowledge--Criterion 5. Engagement and Service--Challenges and Opportunities--Appendices.The Drake University accreditation self-study was initiated in January 2004. After becoming
familiar with the new Higher Learning Commission accreditation criteria, President Maxwell
and Provost Troyer determined that the self-study process could assist the University to move
forward toward several of its assessment and planning goals. They appointed Sue Wright,
Associate Provost and Director of Institutional Research, as Self-Study Coordinator.
The Provost and Self-Study Coordinator sought agreement of individuals to serve on
the Steering Committee and to chair or co-chair criterion committees. The Steering Committee
membership was intended to emphasize the importance accorded to the tasks being undertaken
in the self-study. Chaired by the Provost, the Steering Committee included chairs of
the five Criterion Committees, the President, Vice President Business and Finance, Associate
Director of Athletics, the Chief Information Officer, and Self-Study Coordinator. The
Committee met for the first time in June 2004 and began to discuss the new accreditation
criteria. Working with committee chairs, the Steering Committee appointed members for
each of the five criterion committees.
On September 10, 2004, the self-study officially kicked off with a lunch and orientation
for all self-study committee members. At that event members were introduced to the process,
the self-study criteria and to Drake’s commitment to using the process for real self-study.
Each committee was first asked to consider how examining the University using their
criterion and its components could help Drake University better achieve its mission. These
deliberations led to several major campus initiatives discussed in Intro7.C. During succeeding
years the committees identified evidence and drafted information for the “Self-Study Report.”
With normal transition among chairs and members, the committees continued to meet
through spring 2007 when they submitted reports to the Self-Study Coordinator.
In addition to the steering and criterion committees, a publicity and promotion task
force met to recommend ways to get the campus involved in the self-study process. They also
considered issues such as publication of the requests for third-party comments. A logistics
committee prepared for the team visit.
Self-Study Committee Rosters
Self-Study Committee MinutesDrake Universit
Deep boundary current disintegration in Drake Passage
No full textThe fate of a deep boundary current that originates in the Southeast Pacific and flows southward along the continental slope of South America is elucidated. The current transports poorly ventilated water of low salinity (a type of Pacific Deep Water; PDW), into Drake Passage. East of Drake Passage, the boundary current breaks into fresh anticyclonic eddies, nine examples of which were observed in mooring data from December 2009 to March 2012. The observed eddies appear to originate mainly from a topographic separation point close to 60°W, have typical diameters of 20–60 km and accompanying Rossby numbers of 0.1–0.3. These features are likely to be responsible for transporting PDW meridionally across the ACC, explaining the near-homogenization of Circumpolar Deep Water properties downstream of Drake Passage. This mechanism of boundary current breakdown may constitute an important process in the Southern Ocean overturning circulation
Drake Passage summary report: Cruises on RRS "James Clark Ross", 1993-2000. Drake Passage repeat hydrography: WOCE Southern Repeat Section 1b - Elephant Island to Burdwood Bank.
No full textThis report documents five early cruises in the Drake Passage annual repeat series conducted by Southampton Oceanography Centre in collaboration with the British Antarctic Survey. The series began under the auspices of the World Ocean Circulation Experiment as southern repeat section SR1b with a SeaSoar (towed undulating profiler) occupation in 1992. We document cruises from 1993 (JR0a), 1994 (JR0b), 1996 (JR16), 1997 (JR27) and 2000 (JR47). The cruises were all hydrographic CTD sections across Drake Passage between Burdwood Bank and Elephant Island, comprising 30 stations. One cruise (JR27) was occupied at higher resolution with 52 stations; also additional chemical measurements were made. On two cruises (JR16 and JR27), a lowered acoustic Doppler current profiler (ADCP) was introduced to provide full-depth water velocity profiles. Other measurements (vessel-mounted ADCP, sample salinity, navigation, expendable athythermographs, etc.) are described in context
Characterizing and following eddies in Drake Passage
No full textDrake Passage, the gap between South America and Antarctica, is a very energetic region, with strong currents and numerous eddies. These eddies are important for mixing waters across the main three fronts, and for affecting the biological productivity in the region. We use weekly maps of colour images, sea level anomaly and geostrophic velocities to characterize physical and biological activity in the region surrounding Drake Passage. In particular, we note that the largest eddy kinetic energy occurs to the east of the passage and is principally in the area bounded by the mean Subantarctic Front (SAF) and the mean Polar Front, whilst the biological productivity is highest in coastal regions, with the SAF acting as a clear southern boundary. In a number of cases, cyclonic eddies detected by altimetry also show a strong signature in ocean color. Regular XBT (eXpendable BathyThermograph) surveys provide information on sub-surface structure, confirming the altimetric identification of features and showing that they often contain water masses originating from the other side of the front
User Assessments of Glasser-Based Behavioral Management Inservice Programs for Teachers
No full textv, 72 leaves. Advisor: James L. Romig.The problem: The purpose of this study was to investigate whether a course which has a foundation based upon Reality Therapy/Control Theory impacts classroom teachers’ perceived effectiveness in responding to disruptive behavior in the classroom.
Procedures: Data was collected for this study using a survey with three groups of teachers who had completed courses in behavior management based on Reality Therapy/Control Theory. In addition, each teacher’s building administrator also completed a survey. The survey groups included: (a) teachers who had received training via a video education course offered through Drake University, (b) a course called “Care to Discipline/Discipline with Care” through an Area Education Agency or (c) a year-long course offered to an elementary school staff. All three groups of teachers had implemented the techniques of Reality Therapy in their classrooms for at least one year. Building administrators were also surveyed regarding their perception of the teachers’ effectiveness with students’ disruptive behavior.
Findings: The findings from this data clearly indicate that Glasser’s Reality Therapy/Control Theory is an effective foundation on which to build a proactive discipline program. Data indicate the majority of the teachers involved in this study felt more confident about their disciplinary skills, student attendance improved, and they felt more confident about their ability to develop their own proactive discipline program.
Conclusions: This study indicates that teachers who have received inservicing with a foundation based on Reality Therapy/Control Theory have more confidence in dealing with students who have disruptive behaviors. In addition, teachers in this study and their building administrators noted improvement in student behavior and attendance.
Recommendations: Parents, teachers, and administrators have reported in the past 10 annual Gallup polls that discipline problems in schools concern them the most (Gallup, 1998). Research finds there are a variety of behavior management strategies that have proven to be
Problems and Implications of Outlawing Aggressive War : An Examination of the Charter Resulting from the London Conference, August 8, 1945
No full text85 leaves. Advisor: C. Walter ClarkThe problem. The International Military Tribunal
which tried Nazi Germany's leaders after the Second World War was predicated on the Allied nations' signing of the London Charter, which provided the law and procedures for the
Nuremberg war-crime trials. The Charter is something of a landmark, both as a substantive code outlawing crimes against the international community and as an instrument establishing
a procedure for prosecution and trial of such crimes before an international court. The focus of this paper will be on the category in the charter that deals with crimes against peace, which consist of conspiring to wage, initiating, or waging a war of aggression.
Procedure. Examination of relevant documents and
written analyses, which are available in the Drake Cowles and Law School libraries.
Conclusions. At the London Conference aggressive
warfare was declared to be an international crime. Whether the conferees were codifying a principle generally accepted internationally or creating ex post facto legislation remains
a question of substantive process.
The principle of outlawing aggressive warfare was incorporated into the charter of the United Nations. It appears doubtful that the United Nations can enforce this principle based on the considerations that the United Nations has been awarded weak coercive powers; the superpowers
are regionally aligned and have established the
practice of "collective self-defense" within their respective regions; any consensual definition of a nation-state is
lacking, especially with regard to emerging nations; and, the nation-states or aspiring nation-states have the universally confirmed right to engage in wars of self-determination.
Overtime if world organization becomes functionally oriented, this may provide the key to reordering the nationstate system and, as a consequence rather than a declared goal, end aggressive warfare
Control of Mode and Intermediate Water Mass Properties in Drake Passage by the Amundsen Sea Low
No full textThe evolution of the physical properties of Subantarctic Mode Water (SAMW) and Antarctic Intermediate Water (AAIW) in the Drake Passage region is examined on time scales down to intraseasonal, within the 1969–2009 period. Both SAMW and AAIW experience substantial interannual to interdecadal variability, significantly linked to the action of the Amundsen Sea low (ASL) in their formation areas. Observations suggest that the interdecadal freshening tendency evident in SAMW over the past three decades has recently abated, while AAIW has warmed significantly since the early 2000s. The two water masses have also experienced a substantial lightening since the start of the record. Examination of the mechanisms underpinning water mass property variability shows that SAMW characteristics are controlled predominantly by a combination of air–sea turbulent heat fluxes, cross-frontal Ekman transport of Antarctic surface waters, and the evaporation–precipitation balance in the Subantarctic zone of the southeast Pacific and Drake Passage, while AAIW properties reflect air–sea turbulent heat fluxes and sea ice formation in the Bellingshausen Sea. The recent interdecadal evolution of the ASL is consistent with both the dominance of the processes described here and the response of SAMW and AAIW on that time scale
The Development of Music Writing and Reading Skills Through Singing with Elementary Students
No full textiv, 87 leaves. Back pocket also includes 5 levels of "Hands on Music Writing and Reading" instructional materials. Advisor: James Cox.Problem. The purpose of this report was to create an instrument through which elementary students in grades one through five could develop a systematic
approach to music reading and writing skills through singing.
Procedure. The set of "Hands On Music Writing and Reading" books were developed by the author to: 1) aid all children in the development of their
innate musical abilities, 2) make the language of music known to children; to help them become musically literate: and enable them to read,
write, and create with the vocabulary of music, 3) make use of the best children's literature in folk and art music of their culture and of the world,
and 4) give students opportunities to play classroom musical instruments while reading and singing the songs they have written.
Conclusions. The instrument developed by the author was a set of "Hands on Music Writing and Reading" books containing song materials which incorporate melodic and rhythmic skill development presented in a sequential order. The books address the problems of writing basic music notation and
introduce musical terminology appropriate for elementary students. The books also expose the students to the concepts of form, harmony, and
timbre.
Recommendations. This report suggests that these music workbooks are adaptable to any elementary music program. The systematic approach to building
literary skills in music through writing should complement the basic skills program. If music is to be considered as one of the basic skills, music
educators must provide goals and objectives which produce viable results
An Analysis of the Effects of Prereferral Interventions on the Reduction of Inappropriate Classroom Behaviors
No full textv, 127 leaves. Advisor: Marion PanyanThe problem. The author identified a number of concerns with traditional special education services which suggest the need to investigate different methods of remediating student problems within the mainstream classroom environment. These included: (a) the educational community's
failure to meet the intent of P.L. 94-142, (b) an increasing number of individuals with mild disabilities, (c) the high cost of special education, (d) the lack of objectivity in
determining which students are eligible for special education, and (e) the general ineffectivenegs of special education instructional services. The purpose of this study was to determine whether consultants using the Mainstream
Assessment Team: A Handbook on Prereferral Intervention (MAT) (Fuchs, Fuchs, Reeder, Gilman, Fernstrom, Bahr, & Moore, 1989) as an operational tool, could successfully assist classroom teachers in reducing inappropriate behaviors of students being considered for special education evaluation.
Procedures. Three school psychologists (serving as
consultants) received abbreviated instruction in all phases of the MAT. Working with regular education teachers from three different elementary schools, the consultants used MAT techniques in intervening with 14 different students under
consideration for special education referral.
Findinqs. Compared to gender-matched peers, who served as comparison students, the 14 target students demonstrated a significant reduction in inappropriate behavior, indicating that the MAT can be an effective tool in reducing inappropriate behavior in the mainstream classroom environment.
Conclusions. While the MAT proved successful in
reducing inappropriate behaviors, additional efforts are necessary to validate its utility as an operational treatment methodology.Specifically, more work is needed in: (a) understanding the dynamics in selecting and training consultants, (b) identifying the types of problems treatable
by the MAT, (c) broadening sample sizes and constructing longitudinal studies to strengthen external validity, and (d) socially validating the MAT as a treatment intervention. While this study demonstrated the potential of the MAT as an effective classroom intervention method, until these issues are addressed, its overall usefulness and generalizability in remediating problems without relying on special education services is indeterminable
School Bond Elections In Iowa: An Analysis of Factors, Strategies, and Policies that Influence Outcomes
No full textiv, 227 leaves. Advisor: A.P. Johnston.The Problem: The problem of this study was to identify and analyze: (a)
selected social, political, and economic factors, (b) successful strategies used in
school bond elections, and (c) influential policies related to school bond
elections.
Procedures: Questions were developed, and interviews were conducted
with a school board member, the superintendent, and the citizens' committee
chairperson in four school districts chosen on the basis of the cost of the bond
issue per student and the percentage the bond issue represented of the
assessed valuation of the district, along with consultants from the lowa
Department of Education and the lowa Association of School Boards.
Findings: Aging buildings and the inability to present the educational
program were the major reasons for bond issues. Listening to the voters, the
campaign committee, the level of community involvement, and a unified school
board were crucial to passing the bond issue. The most successful strategy
was communicating with the public in as many ways as possible. Laws
impacting bond issues were property tax funding for bond issues, the campaign
ethics laws, and two ballot questions for exceeding a tax rate of 2.70. Additional research could be done to
study strategies in school districts of other sizes, school districts that have failed
to pass bond issues, school districts in growth patterns, school districts that
passed a bond issue on the first attempt, and states with the simple majority
vote required for passage
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