74 research outputs found
Deron Brunson v. Bank of New York Mellon : Brief of Appellee
No full textIN THE UTAH COURT OF APPEALS DERON BRUNSON, Plaintiff and Appellant, v. THE BANK OF NEW YORK MELLON F/K/A THE BANK OF NEW YORK, AS TRUSTEE FOR THE CERTIFICATE HOLDERS CWALT, INC., ALTERNATIVE LOAN TRUST 2005-58 MORTGAGE PASS-THROUGH CERTIFICATES, SERIES 2005-58, AND RECONTRUST COMPANY, N.A., GREEN TREE SERVICING, LLC, and JOHN DOES OF UNKNOWN NUMBER, Defendants-Appellees. Appellate Case No. 20110854 Trial Court Case No. 100913085 BRIEF OF APPELLEE GREEN TREE SERVICING, LLC Deron Brunson 138 E. 12300 S.#C-1 Draper, Utah 84020 Plaintiff-Appellant Darren K. Nelson, Esq. Michael D. Black, Esq. John P. Snow, Esq. PARR BROWN GEE & LOVELESS 185 S. State St. Ste. 800 Salt Lake City, UT 84111 Attorneys for Defendants-Appellees The Bank of New York Mellon, et al. Thomas T. Billings, Esq. Mary Jane E. Galvin-Wagg, Esq. Kelley M. Marsden, Esq. VAN COTT, BAGLEY, CORNWALL & MCCARTHY, P.C. 36 S. State Street, Ste. 1900 Salt Lake City, Utah 84111 Attorneys for Defendant-Appelle
Impact of policy changes under the Reagan administration on community development block grant (CDBG) programs in Fulton County: a critical assessment, 1986
No full textThe primary intent of this degree paper is to examine the problems associated with the administration of the Community Development Block Grant (CDBG) program as a result of the policy direction of the Reagan Administrati on. Analysis of the current problems associated with administration of the CDBG program is important for two reasons. First, questions have been raised about the type of activities which provide the highest level of benefits to low and moderate income citizens. (Statistics indicate that those types of activities, housing and social services, are not receiving a majority of the CDBG funds within Fulton County.) Second, it is important to assess which policy preferences on the federal level have had the most success in providing direct benefits to the program's primary recipients (low and moderate income citizens). The major findings of this study suggest that during the Carter Administration, a high percentage of CDBG benefits were being directed toward low and moderate income citizens. As a result of the policy shift from the Carter Administration, a lower percentage of CDBG benefits are being derived out of the program by low and moderate income citizens. The primary sources of the data collected for the study came from interviews with key officials involved in the administration of the CDBG program. The secondary sources of data came from journals, county progress reports, and government documents
State of Utah v. Mark Deron Harrison : Petition for Rehearing
No full textPetition for rehearing of decision affirming judgment and conviction for manslaughter, a second degree felony, in violation of Utah Code Ann. section 76-5-205, in the Third Judicial District Court in and for Salt Lake County, State of Utah, the Honorable David S. Young, Judge, presiding
State of Utah v. Mark Deron Harrison : Reply Brief
No full textREPLY BRIEF OF APPELLANT
Appeal from a judgment and conviction for manslaughter, a second degree felony, in violation of Utah Code Ann. section 76-5-205, in the Third Judicial District Court in and for Salt Lake County, State of Utah, the Honorable David S. Young, Judge, presiding
State of Utah v. Mark Deron Harrison : Brief of Appellee
No full textBRIEF OF APPELLEE
APPEAL FROM A CONVICTION OF MANSLAUGHTER, A SECOND DEGREE FELONY, IN VIOLATION OF UTAH CODE ANN. § 76-5-205 (1990), IN THE THIRD JUDICIAL DISTRICT COURT, IN AND FOR SALT LAKE COUNTY, STATE OF UTAH, THE HONORABLE DAVID YOUNG, PRESIDING
Young Black Men And Mathematics: Exploring Changes, Influences, And Perceptions Of Social Justice Pedagogy
No full textYoung Black Men and mathematics: Exploring Changes, influences, and perceptions of social justice pedagogy
by
Dean Wilfred Potts
Under the direction of Dr. David W. Stinson
ABSTRACT
When it comes to “traditional” mathematics teaching and learning, teachers and students are often at odds about the purposes of mathematics. Teachers often think, “How do I get my students to value mathematics and become lifelong learners?”; whereas, students often think, “When will I ever use this?” Given that mathematics serves as a gatekeeper for admittance to postsecondary institutions and well-paying jobs (Stinson, 2004), the discrepancy between how teachers and students think about mathematics teaching and learning cannot be ignored. The purpose of this study, therefore, was to explore the effects (if any) of a social justice mathematics pedagogy (see, e.g., Gutstein & Peterson, 2006; Wager & Stinson, 2012) experienced by a group of six young African American male students who had experienced limited success in traditional mathematics classrooms.
The project was grounded in qualitative research methodology, rooted in an eclectic theoretical frame (Stinson, 2009) that included critical theory (e.g., Horkheimer, 1987) and critical race theory (e.g., Bell, 1992). Retrospectively, the participants were asked to reflect on their previous traditional mathematics courses and a mathematics course that was framed by social justice pedagogy. Critical theory provided a frame for describing how the participants understand culture and how they negotiate the oppressive forces they face. Critical race theory provided a frame to analyze how the discourses and discursive practices of race and racism influence the participants’ perceptions of social justice verses traditional mathematics pedagogy. An analysis of the findings suggest that teachers should reconsider the ways in which they approach mathematics instruction, specifically the relationship-building benefits of a social justice oriented mathematics curriculum. This study takes a glimpse into the daily lives and thoughts of six young African American men who share and reflect on relationships in their lives. These relationships shared and reflected on include family dynamics, institutional experiences, employment struggles, and mathematics engagement. Implications for mathematics and teaching and learning are discussed
Analyze and Visualize the Impact of Your Research
No full textThis session, hosted by Clarivate, will focus on finding relevant research impact metrics within author profiles, collaboration networks, citation reports, and bibliometric reporting that can be utilized by everyone across an institution
Articulating the Teacher: Gottlieb, Dreyfus, and Heidegger on Language
No full textStandardization has become a ubiquitous feature in the field of education both through federal initiatives, such as the establishment of “best practices” distilled from randomized controlled trials (RCTs), and through private businesses and non-profits, such as Facebook and the Gates Foundation, which create and disseminate prefabricated curricula and standardized software programs. Standardization requires, as a precondition, the generalization of research findings from a smaller subset of teachers, students, or schools, to the field of education in its entirety. This dissertation investigates whether generalization of this sort is possible or desirable. After explaining why current critiques of educational generalization are insufficient, the author argues that, though generalizing from RCTs is ontologically precluded, generalization of a different sort is both possible and desirable. The author employs Martin Heidegger’s ontological analysis of language to argue for a weak form of generalizability that avoids the extremes of RCT-based best practices while allowing teaching to be discussed across spatial and temporal locations.Doctor of Philosophy (PhD)Educational Policy Studie
Progressive Education and the Quality Agenda: Contradictory Views of Children, Childhood, and the Purposes of Education for Young Children
No full textSince the 1980s, the concept of quality in early childhood education has evolved into what has been termed “the quality agenda,” which has had increasing influence on policy and practice in schools for young children. The quality agenda reflects an essentialist understanding of education that is heavily influenced by neoliberal ideology. The enactment of the quality agenda reinforces and reifies values that are mainstays of neoliberal ideology, including meritocracy, accountability, privatization, and market-based solutions for public problems. Over time, neoliberalism has emerged as “common sense” for determining the appropriate means and ends of education. This view of schooling is, however, irreconcilable with another philosophy of education: progressivism. Throughout the United States, federally mandated statewide Quality Rated Improvement Systems have proliferated in early childhood education. A key effort of the Quality Rated Improvement Systems is the administration of the Early Childhood Environment Rating Scale. This tool is used to assess a view of quality that reflects and relies on neoliberal essentialism. The expectations and norms of essentialism frame the Early Childhood Environment Rating Scale; these expectations and norms are juxtaposed with the philosophical underpinnings of progressivism. The experiences of the University Laboratory School at the University of Chicago, under the leadership of John Dewey, and the Reggio Emilia educational project that was launched in 1963 by Loris Malaguzzi in Italy offer what Peter Moss terms “alternative narratives” about what constitutes quality in early childhood education. By explicating the view of quality that characterizes progressivism, the assumptions at the heart of the quality agenda, in general, and the Early Childhood Environment Rating Scale, in particular, are interrogated and challenged.Doctor of Philosophy (PhD)Educational Policy Studie
Huntsville Times sleeve HT0007726
No full textBeautillion Brunch at Holiday Inn Research Park. / Next to Madison Square Mall / Need 2 sets of photos: 1) For Taking Note, a candid shot of 1 or 2 young men with their moms and a Fun Set representative 2) several very candid shots to use with an extra credit story about teens who are involved in the Beautillion program. / Willie I. Crutcher / Arnetta A. Crutcher / Willie I. Crutcher II / Bernice Brown / Marcus J. Buckner - Perry / Eric Moton / Madonna Buckner / Beulah Toney / Marcus Buckner - Perry / ReDonald Durell Scott / Phillip Earl Jordan / Jason DeRon Boddie / [Notes included
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