http://digital.library.wisc.edu/1793/8339 http://minds.wisconsin.edu/retrieve/8427 http://digital.library.wisc.edu/1793/8339 Search the Channel search http://minds.wisconsin.edu/simple-search http://digital.library.wisc.edu/1793/28970 Title: Technology integration through staff development <br/> <br/>Authors: Sammam, Mark <br/> <br/>Abstract: How does staff development in education insure that all learners meet the intended learning outcomes? At the time of this study most staff development for teachers was designed to get as many learners as possible familiar with a particular skill or concept in a one-shot workshop. There was no system to meet the needs of learners who did not understand the concept the first time taught. This study was to find out how teachers would respond to a more sustained and continuous form of instruction, emphasizing their individual learning needs after a technology staff development workshop. Data were collected through interviews conducted before and after a staff development workshop that provided two teachers with individualized continuous technology training. Observation notes were used during this follow-up training to corroborate my interpretation of the interview data. Both teachers benefited from sessions that met their technology needs. The more a session was tailored to meet their technological needs, the more the teachers integrated technology into their respective curricula. Each session was designed to reinforce and build on skills learned during the previous training session. Because of this continuity the teachers were feeling more comfortable using a computer and they achieved a deeper understanding of the skills taught. Data collected through pre- and post-technology training and mentoring interviews produced three themes. They were the comfort level of the participants, the benefit of continuous training and the integration of technology into the curriculum with continuous training. Integration of technology happened as the participants felt comfortable enough to share their areas of weakness and as they became aware that there v was an instructor flexible enough to meet their needs. There were long gaps in between training sessions that had a negative impact on the progression of the participants. With mentoring, the teachers successfully integrated technology into their curricula through software evaluation. One of the teachers previewed and bought reading software to meet the needs of below level learners and above level learners. The other teacher started to take her students to the computer lab to supplement grade-level curricula with technology. She began by having the students do Internet research on two major topics in Life science. They also learned how to incorporate technology into their curricula through training in the use of software such as Microsoft Office and Internet research. Results of this study suggested that staff developers would be more successful if they created technology learning committees that would increase the comfort level of the participants by addressing their needs, and conducted supplemental technology mentoring sessions like one-to-one small break-out lessons or partner guidance sessions for technology integration. <br/> <br/>Description: Date original created: December 30, 2007. This file was last viewed in Adobe Reader 8.0. Thu, 07 Aug 2008 16:31:47 GMT http://digital.library.wisc.edu/1793/28920 Title: Toward a practical model of postmodern public relations <br/> <br/>Authors: Rodriguez, Anne R. Czajkowski <br/> <br/>Abstract: Although there has emerged in the past 10 to15 years a significant body of scholarly literature on the application of postmodern perspectives to the field of public relations, very little has been offered in the way of a roadmap to a practical, everyday application of postmodernism to public relations. Toward that end, this thesis research project offers a practical model for the application of postmodern ideas to the practice of public relations. To understand how postmodernism is emerging as a new perspective on the practice of public relations, it is helpful to first consider currently established theories in the field. Toward that end, a literature review is presented first examining Excellence Theory as one current perspective on the field of public relations. Postmodernism is then presented as an alternative view, and a theoretical framework is set forth synthesizing PPR as it is presented in the literature. Rhetorical criticism is then employed to examine the practical usefulness of what has, until now, been only a theoretical model of PPR. The theoretical framework for PPR is used as a framework to examine two cases of real-world public relations practice: 1) communications surrounding the American Association on Mental Retardation’s decision to change its name to the American Association on Intellectual and Developmental Disabilities, and 2) environmental discourse by petroleum giant BP. The result is a useful, useable model for the practice of PPR that derives directly from theory and is directly applicable to industry. The practical model for PPR bridges theory with practice to provide a roadmap for the effective and ethical practice of public relations. Results of the analysis suggest viii that seven of the eight components of the theoretical framework for PPR can be carried out in the practical model. The practical model distills those theoretical components into the four categories: practical relativism, power relations, the dual role of practitioners, and strategy. The only component of the theoretical framework that was not retained for the practical model of PPR is that of avoiding entering into relationships with stakeholders with planned strategies for success. Just the opposite, this project concludes that strategic planning is, in fact, essential for the practice of PPR. In addition, the practical model for PPR calls on practitioners to use awareness of power relations to direct construction of messages, and to develop understanding of communication contexts in order to engage in discourse that is right and just. <br/> <br/>Description: Date original created: May 9, 2008 This file was last viewed in Adobe Reader 8.0 Thu, 31 Jul 2008 16:11:31 GMT http://digital.library.wisc.edu/1793/24582 Title: The lost vision of Syrian Protestant College : origins of American University in Beirut <br/> <br/>Authors: Pettey, John <br/> <br/>Abstract: The founders of the Syrian Protestant College in Beirut, in their desire to proceed without delay in the establishment of the college, organized the institution with an American charter, an American Board of Directors and an American donor base. This structure allowed them to inaugurate the college quickly, but also had the effect of creating the need for long-term American leadership and American resources contravening the achievement of the goal to create an indigenous institution. <br/> <br/>Description: A poster containing visuals and text describing an undergraduate research project completed at the University of Wisconsin--Whitewater. Mon, 29 Oct 2007 22:58:59 GMT http://digital.library.wisc.edu/1793/24580 Title: Initial characterization of when a functional circadian system is present in the eye of Xenopus laevis <br/> <br/>Authors: Sarver, Nicole <br/> <br/>Abstract: Almost all organisms present in nature exhibit a circadian rhythm, a 24 hour cycle in which the organism undergoes both physiological and behavioral changes based on the time of day. The circadian control of physiological processes in organisms is important because it allows them to anticipate changes (physiological/molecular/behavioral) that need to occur at different times of the day. In these organisms there is both a central oscillator that serves as an internal clock when there are no external stimuli and several output genes which display rhythmic patterns based on the circadian cycle. By quantitatively analyzing two genes, an output gene (NAT) and a central oscillator gene (xBmal1), we aim to determine at what stage of development the circadian oscillator becomes fully functional in the eyes. In order to analyze these eyes we must first dissect out tadpole eyes, at different times of the day (dawn, midday, dusk, and midnight). We then extract RNA and convert it to cDNA (reverse transcription). Real-time RT- PCR is then used on the cDNA to quantitatively measure the amount of NAT and xBmal1. In previous experiments, we have found that both NAT and xBmal1 display rhythmic expression at stage 46. We are now in the process of analyzing stage 26 eyes. We anticipate that at stage 26 we will have arrhythmic expression of both the central oscillator gene and the output gene, which can then serve as a negative control. If we were to see any rhythmic expression at this stage, we would plan for future experiments testing for expression at an earlier stage. <br/> <br/>Description: A poster containing visuals and text describing an undergraduate research project completed at the University of Wisconsin--Whitewater Mon, 29 Oct 2007 22:58:59 GMT