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Full-Text Articles in Education
Spanish Culture Club, Emily Taylor
Spanish Culture Club, Emily Taylor
Honors Expanded Learning Clubs
No abstract provided.
The Importance Of Cultural Knowledge In Counterinsurgency, Allee Norvell
The Importance Of Cultural Knowledge In Counterinsurgency, Allee Norvell
Honors Theses
This thesis discusses the importance and usefulness of cultural knowledge in counterinsurgency. When combatting insurgent groups, it can be difficult to identify insurgents and utilize conventional warfare. Insurgents use various tactics and strategies to promote their goals while living among the local population. These aspects require intervening countries and counterinsurgency to take the varying strategies into consideration when making their military decisions. The most important aspect needed for these counterinsurgency operations is cultural knowledge. Having an understanding of the intervening population and its dynamics with the insurgent group can be proven to be very beneficial. Specifically, in the cases of …
Spaces And Societal Interactions: Foundations Of The Critical Disabled Cultural Lens Of A Child Of Disabled Adults, Amelia-Marie Altstadt
Spaces And Societal Interactions: Foundations Of The Critical Disabled Cultural Lens Of A Child Of Disabled Adults, Amelia-Marie Altstadt
Department of Educational Administration: Dissertations, Theses, and Student Research
CoDisA are present on our campuses, but not present within research. This autoethnographic study focuses on providing the foundation of the critical disabled cultural lens of a Child of Disabled Adults (CoDisA) for future study of CoDisA within higher education research. The findings of spaces and societal interactions are presented through the accessible format of autoethnodrama. This two act show is a fun and immersive way to take you on a college tour trip “up the 5," from San Diego, California to Rohnert Park, California in Sonoma County. Act 1, the findings chapter with thorough scene descriptions, helps frame where …
Focus On Outcomes: Fostering Systemic Departmental Improvements, Daniel L. Reinholz, Mary E. Pilgrim, Amelia Stone-Johnson, Karen Falkenburg, Christopher Geanious, Courtney Ngai, Joel Christopher Corbo, Sarah B. Wise
Focus On Outcomes: Fostering Systemic Departmental Improvements, Daniel L. Reinholz, Mary E. Pilgrim, Amelia Stone-Johnson, Karen Falkenburg, Christopher Geanious, Courtney Ngai, Joel Christopher Corbo, Sarah B. Wise
To Improve the Academy: A Journal of Educational Development
This article describes how a focus on outcomes can be a tool for guiding systemic change. By focusing on positive outcomes to be achieved, a group can guide its collective efforts toward an ideal future rather than becoming fixated on individual problems to solve. While there is support for an outcome-guided approach in the literature on individual and organizational change, this approach has not been used extensively to support department-level changes in science, technology, engineering, and mathematics (STEM) education.
French Club, Brett Foster, Madisen Bell
French Club, Brett Foster, Madisen Bell
Honors Expanded Learning Clubs
Afterschool club that introduces French Language and Culture to young elementary students. Through hands-on activities and discussions, students will learn the basics of French Language and complete a French Journal full of everything they learned that semester to take home.
Chinese Culture Club, Ashley Thyes
Chinese Culture Club, Ashley Thyes
Honors Expanded Learning Clubs
Afterschool club that teaches students about Chinese culture and teaches them how to speak and white various words and phrases.
Arab 102: First-Year Arabic Language—A Peer Review Of Teaching Project Benchmark Portfolio, Abla Hasan
Arab 102: First-Year Arabic Language—A Peer Review Of Teaching Project Benchmark Portfolio, Abla Hasan
UNL Faculty Course Portfolios
Goals of the class are derived from goals nationally recognized and agreed upon for low intermediate Arabic learners .This systematic consistency with the nationally recognized standards -albeit can be more challenging- insures students' ability to pursue national major programs in Arabic or their ability to compete for national grants, scholarships and study abroad programs. The standers adopted by ACTFL and STARTALK equally consider the linguistic as well as the cultural content of teaching Arabic. These standers known as the five C's are: Communication, Cultures, Connections, Comparisons, and Community. The cultural content of learning Arabic is part of the international and …