<p> This dissertation is a qualitative study in which I, the researcher and public school teacher, seek through writing the self in a narrative and evocative autoethnography to explore three emergent themes: My family&rsquo;s six year and six month circumnavigation, spirituality, and important literature that I have shared with other readers that direct our hearts toward God. Insomuch as the title posits living to remember God, my hope is to make the interior mind visible to my reader as I explore what embracing this position has meant to me; I hope in making myself vulnerable to speak to our human experience of love so that other educators may come to understand the need we have in our American public school classrooms to be guided by agape.</p>

No description available.

<p> This treatise will address the late twentieth-century and well-known Korean composer Chung Gil Kim's piano work <i>Go Poong</i> (Memories of Childhood; 1981) as a case study on how to make pedagogical use of works intended for performance. <i>Go Poong</i> is purely a programmatic composition intended to create a musical picture of four items in Korean cultural history including: a temple incense jar, a wooden shoe, a jade hairpin, and a paper window patch. The piece is also capable of functioning as an ideal pedagogical tool for intermediate and early-advanced players to experience technical exercises and compositional features that are a necessary part in the training of successful pianists. Repertoire useful either as preparation or as follow-up will be suggested.</p>

The making of Sea Blue Sea began in August, 2013 with the creation of the albums first song Blue Whale and was completed in March, 2014. The projects scope was broad, including a ten-track album about endangered marine wildlife. I researched endangered marine wildlife, including eleven endangered marine species were chosen as subjects for songs, I began the writing process. I wrote six songs with minimal outside assistance and collaborated with The Whizpops for the remainder of the ten tracks included on the album. We fundraised through a Kickstarter campaign. In order to do so, we created a short film which served as a tool to engage would-be supporters of the project. When we had raised the necessary funds, we recorded the songs and held a CD release party. The Whizpops and I experienced many expected and unforeseen challenges throughout this project, including financial obstacles, time constraints and philosophical differences. This paper illustrates ways in which we overcame those challenges to create music that we hope will inspire future generations of artists and conservationists!

Thesis (M.F.A.)--Rochester Institute of Technology, 1978. / Typescript. Includes bibliographical references (leaf 42).

Thesis (Ed. D.)--West Virginia University, 2010. / Title from document title page. Document formatted into pages; contains viii, 198 p. : ill. (some col.). Includes abstract. Includes bibliographical references (p. 160-174).

Thesis, PlanB (M.S.)--University of Wisconsin--Stout, 2005. / Includes bibliographical references.

<p> This study was conducted to determine how immigrants and the immigration experience are represented in current young adult (YA) literature. In the study, I asked the following questions: Who are the immigrant characters in recent YA books? Why do they come? How do they experience immigration? How are they perceived or treated by others? A content analysis methodology was used to examine, from a critical literacy viewpoint, recent young adult novels with immigration themes. Data were analyzed by identifying and interpreting patterns in themes across 22 YA novels with immigrant protagonists or other important characters, published between 2013 and 2017. Data indicated that the protagonists in the study reflected current immigration trends fairly accurately, came to the United States primarily to escape violence or persecution in their home countries, experienced a variety of challenges, tended to hold onto their home country cultures, and were often the objects of racism, but also found kindness and friendship in the United States. Teachers who desire to include authentic immigrant literature in their classroom libraries should consider from whose perspectives the books have been written, and learn about the authors&rsquo; backgrounds and the messages that authors want to convey through the books that they write. In addition, immigrants can be encouraged to write children&rsquo;s and young adult books, sharing their experiences and contributing to the supply of realistic immigrant literature with complex and authentic immigrant characters.</p><p>

In this current era of rapid demographic shifts and high stakes school reform, studies that explore the academic and social responses of students to critical language pedagogies are very much needed as resources for education policymakers and teachers. Through a combined ethnographic and systemic functional linguistic approach, this study explores the textual and classroom process of 5th-grade Puerto Rican students engaged in a SFL-based curricular unit on literature. Three interrelated questions guide the research: how SFL-based pedagogy supports students in developing an understanding of how to write literature and to accomplish social and political goals; and on a wider level, how institutional policies and practices constrain and facilitate teachers in developing such pedagogies. To address these issues, the dissertation draws on a critical sociocultural theory of language and literacy that sees language as a semiotic process and text as a web of previous texts and contexts woven together for a specific communicative purpose. To analyze ethnographic and classroom data, the study draws on concepts from Bloome and Egan Robertson (1993), Dyson (1997, 2003), and Keene and Zimmermann (1997). The comparative SFL analysis of literary source texts and students' writing is based on the work of Eggins (2004), Halliday and Matthiesen (2004), and Thompson (1996). Analysis of the data reveals that students in this SFL-based curricular unit learned in very different ways to interweave patterns of meaning from literary source texts into their literary and other academic writing. Furthermore, the students' access to a wide variety of literature and scaffolding activities afforded them different entry points into literature that resonated most strongly for each of them (Dyson, 2003). On an ethnographic level, a history of school-university-partnerships and school reform initiatives in the research site facilitated teachers' implementation of critical language-based curricula. Implications of this study for K–12 practitioners and researchers are discussed at length. They include the importance of the explicit use of intertextuality in heightening students' awareness of language as a pliable repertoire of choices and the crucial role school-university alliances need to play in supporting teachers and students in urban school classrooms.

<p> Advancements in medicine have allowed surgeons a menu of options in post-mastectomy breast reconstruction. A conundrum exists, however, in flap selection when faced with varying patient body types. In the case of the athletic patient who does not have the appropriate amount of donor site tissue to warrant a Transverse Rectus Abdominus Musculocutaneuos Flap (TRAM) the Transverse Musculocutaneous Gracilis Flap (TMG) is an appropriate alternative due to its functional and aesthetic benefits. An intricate and timely process, the TMG procedure can be difficult to understand for the layperson. Therefore, a need for a condensed and standardized description exists. By breaking the process down and illustrating the procedure one can effectively deliver the information for use across all realms of publication and education.</p>