47 research outputs found
Handshakes and Heartaches: Who Owns the Oil After Rogers v. Ricane
No full textThe Supreme Court of Texas recently denied rehearing Rogers v. Ricane Enterprises, Inc., thereby reaffirming their restriction of the Davis doctrine, a 70-year-old principle that allowed a mineral lease to terminate when the operator completely abandoned the purpose of the mineral lease. Although the Davis doctrine itself is a narrow rule of Texas oil and gas law, and rarely applied today, the questions raised in Rogers v. Ricane expose the tenuous foundation of oil and gas law built in large measure on handshake deals3 and good will. The law of oil and gas is based on the uncomfortable marriage of contract and property law. Rogers v. Ricane illustrates the confusion that can arise when a court applies these principles. This comment examines the difficulty Texas courts have intrepreting oil and gas partial assignments, which they may do by looking at the writing itself against the backdrop of common industry practice. First, the article reviews Texas law in this area and then looks at the Rogers v. Ricane Enterprises, Inc. decisions
Beer, Brats, Cheese, and-- Baseball: The History and Impact of Baseball in Wisconsin
No full textFrom the 1800s baseball became a passion for the citizens of the United States. Wars, recessions and scandals could not bring down what is known as "America's Pastime." However baseball and other professional sports have been getting a bad name since historians and economist have started to look at the correlation between the team and the community. The notion of, "build us a new stadium at the cost of the tax payers or we are taking our team elsewhere" has been a common trend since 1950's. By looking at Appleton and Milwaukee this paper will look at the impacts baseball has on these communities both culturally and economically from 1966 to 2012
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Just Health ::Treating Structural Racism to Heal America /
No full textThe author of the bestselling Just Medicine reveals how racial inequality undermines public health and how we can change itWith the rise of the Movement for Black Lives and the feverish calls for Medicare for All, the public spotlight on racial inequality and access to healthcare has never been brighter. The rise of COVID-19 and its disproportionate effects on people of color has especially made clear how the color of one's skin is directly related to the quality of care (or lack thereof) a person receives, and the disastrous health outcomes Americans suffer as a result of racism and an unjust healthcare system.Timely and accessible, Just Health examines how deep structural racism embedded in the fabric of American society leads to worse health outcomes and lower life expectancy for people of color. By presenting evidence of discrimination in housing, education, employment, and the criminal justice system, Dayna Bowen Matthew shows how racial inequality pervades American society and the multitude of ways that this undermines the health of minority populations. The author provides a clear path forward for overcoming these massive barriers to health and ensuring that everyone has an equal opportunity to be healthy. She encourages health providers to take a leading role in the fight to dismantle the structural inequities their patients face. A compelling and essential read, Just Health helps us to understand how racial inequality damages the health of our minority communities and explains what we can do to fight back
Canada\u27s ‘Ring of Fire’ Is Loaded with Mineral Deposits But...
No full textAuthor: Professor Dayna Scot
A study of the use of behavioral modification techniques on ADHD associated behaviors in children, 1998
No full textThis study examined the effects of behavior modification techniques in children faced with inattentive, hyperactive and impulsive behaviors associated with ADHD.A single system design was utilized to carry out this study. The Attention Deficit Disorders Scale (ADDES) by McCarthey was administered to measure the prominence of exhibited behaviors of inattention, hyperactivity and impulsivity. The ADDES was administered to the parent and teacher of a child to develop a baseline, and re-administered during an evaluation session. A change in the child's ADHD behavior measured during the intervention was determined by the use of an observational matrix adopted from the ADDES Scale. The results of the study indicated a reduction in the child's inattentive, hyperactive, and impulsive behaviors
Graph Theory for the Secondary School Classroom.
No full textAfter recognizing the beauty and the utility of Graph Theory in solving a variety of problems, the author decided that it would be a good idea to make the subject available for students earlier in their educational experience. In this thesis, the author developed four units in Graph Theory, namely Vertex Coloring, Minimum Spanning Tree, Domination, and Hamiltonian Paths and Cycles, which are appropriate for high school level
Pratiques artistiques féministes et queers en art vidéo : propositions politiques post?-identitaires
No full textProposant une conception de l’art politique ancrée dans les espaces sociaux dans lesquels il émerge à travers des communautés de pratique, l’auteure examine certaines des notions à l’oeuvre lorsqu’il est question d’identités, de pratiques artistiques féministes et de pensée politique queer. Elle offre d’abord des éléments de contexte permettant de situer l’émergence de la vidéo comme médium dont l’efficacité politique s’est révélée considérable pour les pensées féministes et queers, puis elle discute de deux artistes de vidéo performance montréalaises, Lamathilde et Dayna McLeod, et de la manière dont leurs pensées et leurs pratiques participent à la consolidation d’une communauté d’affinités.While arguing for an appraisal of political art bound to the social spaces in which it emerges in communities of practice, the author examines some of the political thoughts at play in feminist art practice and the queering of identity claims. First providing contextual elements that allow us to situate the emergence of video as a singularly effective medium for feminist and queer politics, Lavoie ensues to present Montreal-based video performance artists, Lamathilde and Dayna McLeod, and how their thoughts and practices partake in building a community of affinities.Ofreciendo una concepción del arte político enraizado en los espacios sociales en los que emerge a través de comunidades de práctica, este artículo examina algunos de los conceptos que se ponen en práctica cuando se trata de las identidades, de las prácticas artísticas feministas y de pensamiento político queer. Proporciona en primer lugar un contexto para situar la aparición de la vídeo como un medio cuya política eficaz ha demostrado ser importante para los pensamientos feministas y queer, Lavoie concluye con un análisis sobre dos artistas de video-actuación de Montreal Lamathilde y Dayna McLeod y de cómo sus pensamientos y prácticas involucran en el fortalecimiento de una comunidad de afinidad
Enriching Communities with Community-based Arts Education
No full textThis research aims to describe the value of community-based arts education.
Community-based arts organizations focus on community concerns and issues as well as support individual development (Hoffman Davis, 2010), yet encounter challenges related to funding and support and are continuously asked to prove the value of their work. This research looks specifically at the arts education programming of three community-based organizations in the Thunder Bay area. This research uses narrative inquiry to interpret the stories of the leading figures in these organizations by looking specifically at their experiences working and participating in community-based arts education from an out-of-school context. This research describes how these organizations enrich this particular city and the communities within it by bringing mentorship, access to safe spaces and valuing care in arts education. Despite challenges with funding, space, and support, the leaders of these organizations are driven and inspired by the people with whom they work, the collaboration possible, and the changes observed and experienced. This research examines the ways in which community-based art organizations respond to the need for an education that supports well-being by valuing “community consultation” (Kay, 2000). Concurrently, as a form of arts-informed indwelling of the data, the author presents a personal art series that visually represents the themes within this research. This research provides recognition to community arts and community-based arts education within the City of Thunder Bay. Furthermore, this research advocates for the continued positive impact of, and ongoing research on, community-based arts education
Collaborative Teaching: A Delivery Model to Increase Responsiveness to the Needs of all Learners Through Academic and Social Inclusion
No full textStudents with special needs often miss out on classroom curricula for specialized instruction. While these services are valued for educational benefits, this instruction method often has negative impacts on social-emotional development and targets students for their differing needs.
Integrated collaborative teaching models include collaborative teaching among general and special educators in an inclusive environment. In this descriptive study, the author examined integrated collaborative teaching as a delivery model to increase responsiveness to the needs of all learners through academic and social inclusion.
This study involved students with a wide range of disabilities from two different grade leveled collaborative classrooms, who were considered academically “at risk” and a sample of general education students who were considered on grade level or above. Each student was supported by an educational team, which included both the general and special educator.
The effectiveness of this process was evaluated through behavioral observations, student reflections, and team interviews. Outcomes suggested that generally, each of the students with disabilities demonstrated increases in academic skills, engagement in classroom activities, social interactions with peers, student-initiated interactions and emotional growth. Outcomes suggested that each of the general education students demonstrated growth in sensitivity, empathy, acceptance of differences, increased cooperative learning, and social benefits. Outcomes suggested a reduction in stigma to students with disabilities. Outcomes suggested the co-teachers benefited from support, expertise of colleagues in specialized areas, and extended differentiated strategies
