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11	Empowering U.S. Marshallese Students to Engagement and Active Participation in Learning Robinson, Sam J 05 1900 (has links) The U.S. Marshallese population is one of the fastest growing Pacific Islander populations in the United States. The purpose of this study was to identify how U.S. Marshallese students could be empowered and engaged in their learning through clearly identified indicators that educators could apply within their classrooms and schools. The indicators have been established on a historical, cultural, and linked perceptions of student learning as identified by U.S. Marshallese students and teachers. Pacific Islanders consisted of a variety of populations with varying cultures and ethnic diversity. This study has been conducted using a postpositivism worldview, Marshallese migration is not a limited phenomenon of displacement, but a migratory change that must be embraced by communities and educators. Educators must understand how to empower and engage U.S. Marshallese students in their learning. This study was designed utilizing an interpretative descriptive naturalistic ethnography qualitative research design with middle school students and teachers to gather qualitative data from U.S. Marshallese students that will lead to a contextual understanding of empowering and engaging U.S. Marshallese students in their learning. The findings of this qualitative research study can be applied by educators to empower and engage U.S. Marshallese students in their learning on a daily basis in schools and classrooms. Culture understanding, positive relationship building, and the design of culturally connected intrinsically student motivated learning activities is the foundation and critical component of empowering and engaging U.S. Marshallese students in school and classrooms for improved student learning. Compact of Free Association Engagement Empowerment Marshall Islands Micronesian U.S. Marshallese Education, General Education, Administration Education, Secondary Active learning -- United States.
12	A Translation of Dominik Nagl’s Grenzfälle with an Introductory Analysis of the Translation Process Keady, Joseph 01 February 2020 (has links) My thesis is an analysis of my own translation of a chapter from Dominik Nagl's legal history 'Grenzfälle,' which addresses questions of citizenship and nationality in the context of the German colonies in Africa and the South Pacific. My analysis focuses primarily on strategies that I used in an effort to preserve the strangeness of a linguistic context that is, in many ways, "foreign" to twenty first-century North Americans while also striving to avoid reproducing the violence embedded in language that is historically laden with extreme power disparities. Germany Africa colonialism translation citizenship legal history African American Studies Africana Studies African History Civil Law Civil Rights and Discrimination Common Law Comparative and Foreign Law Comparative Literature Cultural Heritage Law Cultural History Diplomatic History Ethnic Studies European History European Languages and Societies European Law Family Law German Language and Literature Government Contracts History History of the Pacific Islands Holocaust and Genocide Studies Human Rights Law Immigration Law Indigenous Studies International Humanitarian Law International Law Jewish Studies Language Interpretation and Translation Law and Gender Law and Politics Law and Race Law and Society Legal Legal History Melanesian Studies Micronesian Studies Modern Languages Other Arts and Humanities Other German Language and Literature Other History Other Languages, Societies, and Cultures Other Law Pacific Islands Languages and Societies Political History Polynesian Studies Public History Social History Translation Studies Transnational Law Women's History

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Empowering U.S. Marshallese Students to Engagement and Active Participation in Learning

A Translation of Dominik Nagl’s Grenzfälle with an Introductory Analysis of the Translation Process