Digital Commons Network^™

Two Models Of Teacher Accountability Toward An Explanation For The Disappointing Results Of Some Market-Based School Reforms, Lenahan O'Connell, Juita-Elena (Wie) Yusuf

School of Public Service Faculty Publications

Accountability is a pivotal concern of applied social science. This article asserts that in many situations a full explanation of the sources of accountability requires the application of concepts from sociology and management science, in addition to those from the market-based approaches inspired by economics. The article describes the market-based approach to accountability exemplified by agency theory, applies it to school reform and derives several predictions about the likely success of market-based approaches to school reform, and documents the lack of evidence supporting the contention that programs for school choice will markedly improve teacher work effort and performance (as measured …

Location Privacy In The Era Of The Internet Of Things And Big Data Analytics, Robert P. Minch

IT and Supply Chain Management Faculty Publications and Presentations

Location information is generated in large quantities in the Internet of Things and becomes a major component of the big data phenomenon. This results in privacy issues involving sensing, identification, storage, processing, sharing, and use of this information in technical, social, and legal contexts. These issues must be addressed if the IoT is to be widely adopted and accepted. Theory will need to be developed and tested, and new research questions will need to be investigated. This exploratory research begins to identify, classify, and describe these issues and questions.

Religiosity And Social Problems Among Muslim Adolescents In Southern Thailand, Suhaimee Sateemae, Tarik Abdel-Monem, Mahsoom Sateemae

University of Nebraska Public Policy Center: Publications

Substantial commentary has been written about the historical context of the Malay-Muslim minority in the deep south of Thailand. Much of the recent scholarship on the Malay-Muslim minority of Thailand has focused on the ongoing ethnic insurgency in southern Thailand, the region’s troubled history of annexation, and its relevance to Thailand’s political landscape. However, there is little empirical research on the Malay-Muslim population itself, although it is assumed that expressions of their religious identity are a fundamental aspect of collective identity formation. In an effort to fill this gap, this study explored perceptions of religiosity and risk behavior among Muslim …

Tiers 1, 2 & 3 Intervention: Punishment, Ana Cathcart, Reece L. Peterson, Shir Palmon

Department of Special Education and Communication Disorders: Faculty Publications

Conclusion

Punishment in school settings has several possible meanings. It can be viewed as retribution for misbehavior, as a behavioral intervention strategy, or as a part of a restorative plan. Punishment can be used effectively, particularly for behaviors that are dangerous or need speedy remediation. However, punishment can have several negative side effects associated with its use including ethical issues, emotional responses by the student, escape and avoidance, misuse and over use by the adult, and undesirable modeling by the adult. There are better options for changing behaviors that are more effective and less harmful to the child. Using punishment …

Tiers 1, 2 & 3 Intervention: Service Learning & Community Service, Shir Palmon, Ana Cathcart, Paige T. Lembeck, Reece L. Peterson

Department of Special Education and Communication Disorders: Faculty Publications

Conclusion

It is clear that service learning and community service programs in schools may promote student engagement and bolster attempts to reduce school dropout, particularly for at risk or struggling students. Additional benefits include improved leadership skills and increased appreciation for community needs and civic responsibility and engagement. However, offering service learning or community service opportunities is not a common practice in schools today, and many question the relevance it has to students’ academic achievement needed for postsecondary education. Moreover, the push towards schools spending more time on academic instruction seems to diminish opportunities for service learning in schools. More …

Ncuwm Poster Abstracts 2015

Nebraska Conference for Undergraduate Women in Mathematics

No abstract provided.

Quantifying The Adaptive Cycle, David G. Angeler, Craig R. Allen, Ahjond S. Garmestani, Lance H. Gunderson

Nebraska Cooperative Fish and Wildlife Research Unit: Staff Publications

The adaptive cycle was proposed as a conceptual model to portray patterns of change in complex systems. Despite the model having potential for elucidating change across systems, it has been used mainly as a metaphor, describing system dynamics qualitatively. We use a quantitative approach for testing premises (reorganisation, conservatism, adaptation) in the adaptive cycle, using Baltic Sea phytoplankton communities as an example of such complex system dynamics. Phytoplankton organizes in recurring spring and summer blooms, a well-established paradigm in planktology and succession theory, with characteristic temporal trajectories during blooms that may be consistent with adaptive cycle phases. We used long-term …

Learning Biology Through Innovative Curricula: A Comparison Of Game- And Nongame-Based Approaches, Troy D. Sadler, William L. Romine, Deepika Menon, Richard E. Ferdig, Leonard Annetta

Department of Teaching, Learning, and Teacher Education: Faculty Publications

This study explored student learning in the context of innovative biotechnology curricula and the effects of gaming as a central element of the learning experience. The quasi-experimentally designed study compared learning outcomes between two curricular approaches: one built around a computer-based game and the other built around a narrative case. The research questions addressed student learning of basic biological principles, development of interest in learning science, and how a game-based approach compared to a nongame-based approach in terms of supporting learning. The study employed a pre-post design with 1,888 high school students nested within the classes of 36 biology teachers. …

Making Sense Of Hurtful Mother-In-Law Messages: Applying Attribution Theory To The In-Law Triad, Christine E. Rittenour, Jody Koenig Kellas

Department of Communication Studies: Faculty Publications

This study focused on hurtful messages daughters-in-law (DILs, N = 132) reported receiving from mothers-in-law (MILs). Results reveal various hurtful message types: under- and over-involvement, personal attacks, and hurt communicated to or through a third party. Grounded in attribution theory, we examined DILs’ attributions for MILs’ hurtful messages and their perceived agreement with their husbands’ reasoning for the message. Our findings illuminate distress-maintaining and relationship-enhancing attribution biases for MILs’ behaviors, such that DILs who were less satisfied with their MILs tended to make more internal attributions for MIL hurtful behaviors, and more satisfied DILs tended to make more external attributions. …

Soc 4098, Benjamin D. Weber

University of New Orleans Syllabi

No abstract provided.

Hist 2050, C. Candy

University of New Orleans Syllabi

No abstract provided.

Hist 4991, Benjamin D. Weber

University of New Orleans Syllabi

No abstract provided.

Hist 5991, Benjamin D. Weber

University of New Orleans Syllabi

No abstract provided.

Hrt 2050, Bridget Bordelon

University of New Orleans Syllabi

No abstract provided.

Poli 4621, Edward Chervenak

University of New Orleans Syllabi

No abstract provided.

Padm 6130, John J. Kiefer

University of New Orleans Syllabi

No abstract provided.

Poli 5621, Edward Chervenak

University of New Orleans Syllabi

No abstract provided.

Anth 3220, Ryan Gray

University of New Orleans Syllabi

In this course, the archaeology of historic sites in New Orleans will be used as the starting point for a broader discussion of material culture and its relationship to contemporary themes in anthropology. In particular, theoretical approaches to the city and to urban space will provide a background for addressing the issue of identity, as expressed along axes of race, class, ethnicity, religion, gender, and so on. Other topics to be addressed include the city and mortuary practices, health and sanitation, utopias and imagined cities, and the archaeology of disaster. Data from archaeological studies of other urban sites in the …

Anth 4775, David Beriss

University of New Orleans Syllabi

In this class, you will learn to analyze and evaluate claims about authenticity and culture in urban environments. You will be able to discuss, explain, and debate theories of urban poverty, crime, and policing. You will learn to evaluate claims made about development and arguments surrounding gentrification. You will discuss the role of immigration, ethnicity, and race in shaping urban life. You will learn to use ethnographic research methods. Above all, you will learn to ask critical questions that should enhance your ability to participate in the ongoing development of this city, a decade after the floods.

Anth 5775, David Beriss

University of New Orleans Syllabi

In this class, you will learn to analyze and evaluate claims about authenticity and culture in urban environments. You will be able to discuss, explain, and debate theories of urban poverty, crime, and policing. You will learn to evaluate claims made about development and arguments surrounding gentrification. You will discuss the role of immigration, ethnicity, and race in shaping urban life. You will learn to use ethnographic research methods. Above all, you will learn to ask critical questions that should enhance your ability to participate in the ongoing development of this city, a decade after the floods.

Edci 6600, Ellen Mckenzie

University of New Orleans Syllabi

No abstract provided.

Edad 6890, Adrienne Dixson

University of New Orleans Syllabi

No abstract provided.

Urbn 3002, Toni Riley

University of New Orleans Syllabi

No abstract provided.

Urbn 1000, Charles Miller

University of New Orleans Syllabi

No abstract provided.

Urbn 5150, John Kiefer

University of New Orleans Syllabi

No abstract provided.

Soc 1051, Elise Chatelain

University of New Orleans Syllabi

No abstract provided.

Soc 2708, Francis Adeola

University of New Orleans Syllabi

No abstract provided.

Soc 2962, Sara Herndon

University of New Orleans Syllabi

No abstract provided.

Soc 2871, Francis Adeola

University of New Orleans Syllabi

No abstract provided.

Soc 1051, Lisa Wade

University of New Orleans Syllabi

No abstract provided.