The purpose of the study is to determine whether an instructor’s intentional effort to build community in his/her classroom results in a higher sense of classroom community among students. This study also examined what types of community building activities were conducted by each instructor and measured the students’ responses to each different activity. This was intended to establish a preliminary set of best practices for creating classroom community. A two-part questionnaire, including an adapted version of the Classroom Community Scale, was administered to instructors (n=5) and students (n=113) enrolled in two or four unit courses at California Polytechnic State University. These courses were designed to introduce students to their chosen majors. One-way analysis of variance, and two-proportion tests were used to determine the relationship between instructor intentions and student sense of classroom community, and the differences in student sense of classroom community between courses. Findings indicate that what course a student was in was the significant factor in determining sense of classroom community. Additionally, students accurately perceived their instructor’s intent to create classroom community.

This case study focused on the Neshoba County Fair, located outside of Philadelphia, Mississippi, to investigate the role of design elements that foster a sense of community within the built environment. The fairground is unique because it exhibits two developed areas that portray different approaches to design: one that is sensitive to the landscape and one that is less respectful of original development practices. This research utilized a mailed survey, distributed to cabin owners within the fairground boundary. The survey examined whether cabin owners of the fair relate the sense of community with the elements in their built environment, as well as their perceptions of the fairgrounds. The results of this research indicate that cabin owners would prefer to be close to the areas of activity. Findings further indicate that how the individual elements are integrated into the built environment is what promotes sense of community, not the elements themselves.

Minimal research has examined the interrelationship between motivation, place attachment, and the need to belong in a residential camping environment. The purpose of this study was to better understand the role of place attachment and the need to belong in facilitating 4-H Camp Graham campers and counselors interest in returning to residential 4-H summer camp year after year. All participants included in this study were at least 18 years of age, graduated from high school, former 4-H members, and attended 4-H camp for at least two consecutive years. Three camping clusters participated in focus group interviews for a total of 21 participants. A fourth camping cluster and participants unable to attend their designated focus group, were invited complete an online survey. Overall, campers and counselors were primarily motivated to return to camp each year due to the relationships, memories, and sense of belonging formed at camp. While nature and location played a role in the camp experience by providing a secluded environment free from outside influence, these attachments were secondary. Attachment to camp grew over time and participants valued the camp experience highly and tended to choose camp friendships and the camp experience over other opportunities. Longevity at camp influenced the strength of attachment. This research suggests that intentionality in these areas of staff training and program planning are critical to camper and counselor connection to camp. Additionally, this research provides tangible evidence that points to the value of sharing the residential camping experience with potential funders and parents. / Master of Science in Life Sciences

Sensilla styloconica on the proboscis of 107 species of North American and tropical butterflies were comparatively studied using the scanning electron microscope. Focus was on 76 species of North American Nymphalidae representing 45 genera and 11 subfamilies. Nomenclature for generalized and specific types of nymphalid sensilla is proposed. Written descriptions and micrographs are presented for each species studied. Morphological features were generally consistent for all or most species within genera and sometimes within subfamilies, with specified exceptions. Statistical analysis revealed significant differences for six of eight variables tested between two distinct feeding guilds of North American Nymphalidae. Average number, density, extent of proboscis coverage with sensilla, their total length, and shoulder spine length were all significantly greater in the non-nectar feeding guild than in nectar feeders, and may indicate adaptation for greater efficiency in feeding on flat surfaces. The greater frequency of apical shoulder spines in non-nectar feeders may represent adaptation for protection of sensory pegs from mechanical abrasion during feeding, or for anchoring the flexible proboscis tip to the surface. Correlation analysis revealed 9 out of 28 positive correlations in nectar feeders and 5 out of 28 in non-nectar feeders. Results of preliminary cladistic analysis were not considered to be meaningfully robust due to few available characters. The stylar characters identified in this study should be more useful in future analyses when included with characters from other lines of evidence. The presence of sensilla styloconica in all subfamilies of Nymphalidae, except Danainae, largely supports Ehrlich's (1958) higher classification concept for the family. The presence of less conspicuous sensilla in the Danainae, and other characteristics are presented as further evidence that they should be reconsidered for full family status. Sensilla styloconica in nymphalid butterflies appear to function as extensions that provide greater sensory reach during feeding. The role of these sensilla in liquid uptake, pollen feeding, and host plant selection is discussed.

The nurturance of creative capacity and cultural awareness have been identified as important 21st century concerns, given the ways that globalisation has challenged cultural diversity. This thesis explores the share that the art classroom, as a formative place, has in supporting such concerns. It specifically examines artmaking strategies that visual arts teachers may use to help adolescent students to develop and negotiate their senses of self, place and community. Held within this goal is the assumption that both student and teacher perspectives are important to this endeavor. This thesis, accordingly, draws upon empirical work undertaken with lower secondary school level visual art students in Christchurch, New Zealand and teacher-trainees in Kingston, Jamaica to explore this potential in multi-dimensional ways. The research employs a qualitative, arts-based methodology, centred on the transformative capacity of ‘visual knowing’ to render this potential visible. A/r/tography as a particular strand of arts-based methodology, served to also implicate my artist-researcher-teacher roles in the study to facilitate both reflection and reflexivity and to capture the complexity and dynamics of the study. Multiple case studies provided the contexts to furnish these possibilities, and to theorize the intrinsic qualities of each case, as well as the complementary aspects of the inquiry in depth. The conceptual framework that underpins this study draws widely on scholarship relating to contemporary artmaking practices, visual culture, culturally responsive and place-conscious pedagogical practices. The research findings reveal that when the artmaking experience is framed around the personal and cultural experiences of the participants, both students and teachers participate in the enterprise meaningfully as co-constructors of knowledge. In this process, students develop the confidence to bring their unique feelings, experiences and understandings to the artmaking process, and develop a sense of ‘insideness’ that leads to strong senses of self, place and community. This also creates a space where the authentic interpretation of artmaking activities goes beyond the creation of borders around cultural differences, and instead generates multiple entry points for students to engage with information. The findings also indicate that while the nature of artmaking is improvisatory and emergent, structure is an integral element in the facilitation of habits toward perception and meaning making. Accordingly, emphases on structured, open-ended artmaking experiences, framed aesthetically, as well as exposure to both the products and processes of contemporary art serve this endeavor. Artmaking boundaries and enabling structures also help to supplement this process. Though this research is limited in scope (in terms of the community engagement), there exists evidence that collaboration with community resource persons enlarges students’ conceptions of artmaking. It presents the potential to address broad issues of local and global import, which also have relevance for the ways students understand their relationships with the world. For researchers outside of the school and community culture however, this process requires close working relations with school personnel to ensure its effectiveness and to facilitate those school-community bridges. The undertaking is also best realized when participants have their own senses of its value, and, as such, are more inclined to participate. A/r/tography, as an arts-based methodology presents much potential for examining the complexities of the artmaking experience. As a form of active inquiry it helps those who employ its features to be more attuned toward enquiry, their ways of being in the world, the ways the personal may be negotiated in a community of belonging, and the development of practices that address difference. This contributes to evolving and alternative research possibilities that value visual forms of ‘knowing’. Finally, this thesis addresses the paucity of research on visual arts education at the secondary level, especially in the Jamaican context. A significant feature of this research is the evidence of its effectiveness with both lower secondary school students and teachers across geographical contexts. It therefore presents the potential for similar studies to be undertaken internationally. Given that the results are site specific however, it is recommended that the adaptation of the framework of this study for future purposes also respond to the specific realities of those contexts.

Vita. / Digitized by Kansas Correctional Industries

Call number: LD2668 .T4 1979 G34 / Master of Science

Call number: LD2668 .T4 1985 H74 / Master of Science

No description available.

Denna uppsats handlar om Arvika i västra Värmland som bland annat är känt för sitt rika kulturliv. Kultur är ett differentierat begrepp som har olika definitioner beroende på vad man syftar på och vem man frågar. Uppsatsens syfte är att utskilja om det finns en officiell bild av Arvikas kultur och om äldre och unga personer har en annan bild för att förstå om kulturen har betydelse för platsens identitet. Resultatet blev att bilderna till viss del ser olika ut men även att de liknar varandra. Bilden av Arvikas kultur är ofta estetisk men olika individer snarare än olika grupper hade skilda åsikter om vad de definierar som kultur samt hur de identifierar sig med den och platsen. / This senior essay is about the town of Arvika, in Western Värmland, Sweden. Arvika is famous, among other things, for its rich cultural life. Culture is a difficult concept that has many meanings depending on who you ask. The paper tries to highlight or draw out the official perceptions of Arvika´s culture and whether the elderly and the young inhabitants have a different image and perception of Arvika´s culture. The essay examines the importance of culture for the (place) identity of Arvika. The study found out that the official and ”popular” images of Arvika on the whole are similar, but diverse as well. The images of Arvka´s culture are often aesthetic. The differences are individual rather than age or group related.