No description available.

The purpose of this study was to examine the preschool settings of the Pearl River community and assess the effectiveness of certain preschool programs regarding the achievement of Native American kindergarten students. The data were examined to compare student achievement of the Pearl River Elementary School kindergarten class of 2006-2007 as measured by the TerraNova subtests in Reading/Language and Mathematics. A sample of n = 74 was obtained for this study. Descriptive statistics were used to analyze previous preschool experiences of the participants. Demographic data showed that most students in the Pearl River Elementary School kindergarten class of 2006-2007 had attended some type of preschool. TerraNova scores for the participants were also examined. Descriptive statistics were used to examine how well the kindergarten students at Pearl River Elementary School compared with the national average. The data indicated that the kindergarteners at Pearl River Elementary School did not score as high as the national average on any of the subtests for Reading, Language, and Mathematics. A MANOVA was used to test the null hypothesis that stated that there were no statistically significant differences among the means of the TerraNova scores based upon type of preschool attended. The independent variable for the analysis was type of preschool attended. The dependent variables were the subtest scores on the TerraNova in Reading, Language, and Mathematics. Results indicated that students who had attended the Pearl River pre-kindergarten program outscored the students who had attended the Pearl River Head Start program in both Language and Mathematics subtests. Results did not indicate that there was any statistical difference in the mean of the Reading subtest based upon type of preschool attended. Recommendations for further study include obtaining another sample that would incorporate variables not used in the current study. Research should be done to examine curricular differences among pre-kindergarten, FACE, Head Start, and Day Care programs. Students should also be tracked to measure the long term effects of attending each of these programs. Alternate assessments for student achievement of preschool and kindergarten students should also be considered for further research.

No description available.

No description available.

No description available.

No description available.

No description available.

This project investigates the development of Western Man's relationship with nature by comparing and contrasting it with the relationship that Native Cultures, particularly Native American Cultures have with nature. This reveals Western Man's reliance on the concept of objectivity and the resultant objectification of the natural world. In so doing Western Man has put himself apart from the rest of the world, somehow above it. Although I do not argue that this is wholly unjust, I do argue that it has resulted in a loss of an essential component of the human experience. Creative Participation is identified as a way to bring together some of the lessons of the Native communities with the existing knowledge of Western Society. This knowledge is then applied to the practical problem of Mine Land Reclamation in Southern West Virginia. Creative Participation, at its heart, is a way to reconnect man with the reality of his connection to the rest of the world, rather than his separation and control of it. / Master of Landscape Architecture

Earth as a fundamental aspect of the existing conditions of a site has/can/should have agency in design, both historically and today. The aim of this study is to describe the agency of earth in design as a common premise between the disciplines of architecture and landscape architecture. The thesis question is "how can the earth on site have agency on the design?" Thinking of the physical earth, specifically the topography, as one of the basic structures of the existing conditions, the earth should be taken as the most important condition that both architecture and landscape architecture use and share; both disciplines have to deal with context; they both have to deal with surroundings, and then work within systems that exist around them. As landscape architecture has been incredibly important to civilization throughout history, this project looks at different ways that earth has agency in design through important periods of history, from Greeks to contemporary design. While there are many examples in which designers have worked with the existing topography, there are other cases across cultures where people have drastically altered topography. Thinking about those designs, there are many possible answers to this thesis question from using existing hills to making mountains. This thesis explores the creation of an artificial mound, as a monument to indigenous people, in order to revive the missed parts of the earth and empower the ground. The thesis rethinks the whole ground, protecting the earth by turning excavated soil into an important earthwork. The design is not only about creating an earthwork for people, it also transforms invisible earth into a visible structure. Based on the practices of Native American mound builders, the earthwork stands for the values of diversity and equality in the US, creating a gathering space for all people made of the native earth/soil. / Master of Landscape Architecture / Earth as one of the existing materials of a site constantly affects the process of the design. This study focuses on describing and improving the use and understanding this material shared by the disciplines of architecture and landscape architecture. As landscape architecture has been incredibly important to civilization throughout history, this project looks at different ways that earth has affected design through important periods of history, from Greeks to modern design. Considering many examples in which designers have worked with the current land, there are other cases across cultures where people have changed earth. Thinking about different designs, there are many possible answers to this thesis question from using existing hills to making mountains. This design is an artificial mound as a monument to indigenous people and it is about reviving the missed parts of the earth in order to empower the ground, rethinking the whole earth and protecting it, turning it into an important earthwork that is not only about something for people but also making it into something which in invisible situations it cannot be. Based on the tradition of Native American mound builders, part of this thesis is to affirm the value of diversity and equality in the US, through creating a gathering space for all people that pays special attention to indigenous culture.

"Unforgetting the Dakota 38" projects a nuanced light onto the history and memory of the mass hanging of thirty-eight Dakota men on December 26, 1862 following the U.S.-Dakota War in Southcentral Minnesota. This thesis investigates the competing narratives between Santee Dakota peoples (a mixture of Wahpeton and Mdewakanton Dakota) and white Minnesotan citizens in Mankato, Minnesota—the town of the hanging—between 1862 and 2012. By using settler colonialism as an analytical framework, I argue that the erasing of Dakotas by white historical memory has actively and routinely removed Dakotas from the mainstream historical narrative following the U.S.-Dakota War through today. This episodic history examines three phases of remembrance in which the rival interpretations of 1862 took different forms, and although the Dakota-centered interpretations were always present in some way, they became more visible to the non-Dakota society over time. Adopting a thematic approach, this thesis covers events that overlap in time, yet provide useful insights into the shaping and reshaping of memory that surrounds the mass hanging. White Minnesotans routinely wrote Dakota peoples out of their own history, a key element of settler colonial policies that set out to eradicate Indigenous peoples from the Minnesota landscape and replace them with white settlers. While this thesis demonstrates how white memories form, it also focuses on Dakota responses to the structures associated with settler colonialism. In so doing, this thesis argues that Dakota peoples actively participated in the memory-making process in Mankato between 1862 and 2012, even though most historical scholarship considered Mankato devoid of Dakota peoples and an Indigenous history. / Master of Arts / The U.S.-Dakota War wracked the Minnesota River Valley region of Southcentral Minnesota. Following a bloody and destructive six weeks in late-Summer 1862, President Abraham Lincoln ordered the mass execution of thirty-eight Mdewakanton Dakota men as punishment for their participation. This controversial moment in American history produced unique and divergent memories of the Dakota War, the hanging, and the Mdewakanton Dakota place in white American society. This thesis examines the memories that formed between 1862 and 2012, highlighting Dakota perspective and memories to shed new light on the history of this deeply contested event. By doing so, we gain new understandings of Mankato, the U.S.-Dakota War, and the mass hanging, but also a realization that Dakota peoples were always active in the memory-making process even though many have considered their participation nonexistent.