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"Hubbell, Gerald R"
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Toward the Origins of Peyote Beadwork
Peyote beadwork is a nuanced and elegant art form. Hundreds of thousands of people today use peyote beadwork, including the Native American Church, powwow people, gourd dancers and Native Americans wanting a marker of Native Identity. Mainstream society has relegated this art form to the status of craft. It is virtually unstudied in the academic world. This paper accepts that objects so decorated are art, that is, expressions that are a means of communication among humans, and both a sacred art as well as a means of establishing cultural identity. The lack of academic study has led to hypotheses about its origin that obscure rather than reveal how it began. This paper aims to describe when and by whom the beadwork began, as well as how it was first disseminated.
Dissertation
A Comparison of the Diffuser Method Versus the Defocus Method for Performing High-Precision Photometry with Small Telescope Systems
This paper compares the performance of two different high-precision, photometric measurement techniques for bright (<11 magnitude) stars using the small telescope systems that today's amateur astronomers typically use. One technique is based on recent work using a beam-shaping diffuser method (Stefansson et al., (2017).) The other is based on the widely used \"defocusing\" method. We also developed and used a statistical photometric performance model to better understand the error components of the measurements to identify and quantify any difference in performance between the two methods. AstroImageJ (Collins et al. (2017)) was used for the exoplanet image analysis to provide the measured values and exoplanet models described in this study. Both methods were used at the Mark Slade Remote Observatory (MSRO) to conduct in-transit exoplanet observations of exoplanets HAT-P-30b/WASP-51b, HAT-P-16b, and a partial of WASP-93b. Observations of exoplanets KELT-1b and K2-100b and other stars were also performed at the MSRO to further understand and characterize the performance of the diffuser method under various sky conditions. In addition, both in-transit and out-of-transit observations of exoplanets HAT-P-23b, HAT-P-33b, and HAT-P-34b were performed at the Conti Private Observatory. We found that for observing bright stars, the diffuser method outperformed the defocus method when using small telescopes with poor tracking. We also found the diffuser method noticeably reduced the scintillation noise compared with the defocus method and provided high-precision results in typical, average sky conditions through all lunar phases. For small telescopes using excellent auto-guiding techniques and effective calibration procedures, we found the defocus method was equal to or in some cases better than the diffuser method when observing with good-to-excellent sky conditions.
Paper
Using technology with classroom instruction that works
Technology is ubiquitous, and its potential to transform learning is immense. The first edition of Using Technology with Classroom Instruction That Works answered some vital questions about 21st century teaching and learning: What are the best ways to incorporate technology into the curriculum? What kinds of technology will best support particular learning tasks and objectives? How does a teacher ensure that technology use will enhance instruction rather than distract from it?
This revised and updated second edition of that best-selling book provides fresh answers to these critical questions, taking into account the enormous technological advances that have occurred since the first edition was published, including the proliferation of social networks, mobile devices, and web-based multimedia tools. It also builds on the up-to-date research and instructional planning framework featured in the new edition of Classroom Instruction That Works, outlining the most appropriate technology applications and resources for all nine categories of effective instructional strategies:
* Setting objectives and providing feedback
* Reinforcing effort and providing recognition
* Cooperative learning
* Cues, questions, and advance organizers
* Nonlinguistic representations
* Summarizing and note taking
* Assigning homework and providing practice
* Identifying similarities and differences
* Generating and testing hypotheses
Each strategy-focused chapter features examples—across grade levels and subject areas, and drawn from real-life lesson plans and projects—of teachers integrating relevant technology in the classroom in ways that are engaging and inspiring to students. The authors also recommend dozens of word processing applications, spreadsheet generators, educational games, data collection tools, and online resources that can help make lessons more fun, more challenging, and—most of all—more effective.
eBook