ü Start by researching the history of this technique called Tie Dye, giving a historical review, and description of the production process. Next, discuss how this technique has changed with the use of modern printed textile technology.
A discussion of the advantages and disadvantages of this method of printing textile should follow. Consider how time consuming and labor intensive the process is. Is it environmentally friendly? Are there limits to the number of colors used? Does each fabric produced by this method look identical?
Students are then required to source a visual example of the print method, in the form of a fabric sample, and source a minimum of three (3) examples of the print method used in a contemporary fashion design collection. The name of the designer, season, and discussion of how the textile is used should be given. (For example, is it used as an all over pattern, or on accessories, or lining?) Cited images of each example should be provided.
Research Paper should include:
o Describe the print method, and the history of the method.
o Describe how the print method has evolved with technology.
o Discuss the advantages and disadvantages of this print method.
o Discuss how the print method is used in three (3) contemporary designer fashion collections
• Provide a fabric sample of the print method, with fiber content.
• Provide a minimum of three (3) cited fashion images, and place these on a separate Appendix page.
• Work Cited page, using APA format
ü Case Study
a) Discuss theories of community development in the contemporary context and how they are applied for achieving social change
b) Critically examine the current debates on community development and their impact on communities
c) Outline the complex social, political and economic interrelationships that sustain current community development practices through informed written discussion
d) Identify and explain stages and skills associated with community development
e) Appraise the role of advisory groups for promoting advocacy and strategic planning
Research and choose an example of Community Development today.
Use this example to identify, theoretically articulate & analyze as an Academic Case Study. Community Development principles and practices in action. Identify the community of focus, the principles, power roles & alliances, networking, leadership/team skills, educational initiatives, “positioning”, development of communication research development skills as well as using public awareness groups and initiatives etc. Identify evidence of the underpinning social justice ethos in their work, and the range of values, skills, and insights drawn from social theory, and academic disciplines and models of practice. Demonstrate the efficacy of their sustainability principles and practices.
Community development workers draw on values underpinning an ethos of social justice. In their work, workers employ a range of values, skills, insights drawn from social theories and academic disciplines, and models of practice. Summarize these core Community Development Characteristics and then use examples in your case study to critically justify and discuss how it is an example of Community Development core principles and practices.
Provide a clear academic analysis of the case study,
study. Some of the topical points to consider include:
•Principles of social justice, equitability, inclusiveness
•Power and empowerment
•Social, ecological and economic sustainability
•Broader social, political, historical and economic contexts
•Stages of community development used in the project
•Skills employed by community developers
•Project’s effects, outcomes. Project evaluation
•Theories of community development which might help to explain the community development approach employed by the project/ initiative described in the case study
ü Diffusion of phenomena is an intriguing and clearly geographic part of our complicated, changing world.
You’ll use the central geographic concept of diffusion, an aspect of broader theme of movement. Pick something that interests you. Of Course, think geographic. Describe “it”. Find out where”it” originated and where it went. In what ways, or along what pathways, did it diffuse ? Or is it still diffusing? What was the spatial pattern of the trait, did it stop? Why? Discuss what you don’t know about this diffusion that might help better describe it. Write about why the diffusion matters, too – why is it important to you?
Process: You might easily craft an essay that employs the structure of the Geographic Questions, or the Geographic Skills discussed early in the term and reviewed below. They provide an easy straightforward framework upon which you can build your work:
– Ask Geographic question:
+ Where is the conflict? What is life like there?
+ Why is it there and not somewhere else? What is it that is bringing these groups into conflict?
+ Is there a pattern? If so, what is it?
+ So what – why does it matter?
– Use Geographic skills:
+ Ask a question(s)
+ Acquire data/other information
+ Arrange, by mapping
+ Analyze, with the intent to perhaps…
+ Answer, the question (or ask another)
The Product: Write a report of 3 pages, plus map(s). Using a minimum of four sources for this essay –articles, atlases, books, internet sites. Online sources can be National Geographic and others. Please be sure the maps are relevant to illustrate diffusion. Cite sources properly – in the map and report – using “Wadsworth Handbook” documentation style.
ü n n nConsidering Students Perspectives: Utilizing students’ perspectives to improve my teaching practice. nAbstractnStructured interviews were utilized with twenty-five 7th graders that student-teach for a Social Studies Education program at the University of Oklahoma. The purposes of the interviews were highlight areas of my teaching practice. The interview included ten open-ended questions. The questions that were asked invited the students to articulate what they saw in my teaching. The interview helped to communicate what the students saw as strengths and areas that needed improvement. In hopes of capturing authentic response students were informed to be honest it was communicated that their answers would be confidential. The purpose of these structured interviews is for me to better understand my teaching effectiveness from the view point of the students, as well as, to communicate and elucidate how my students viewed me as a teacher and what their thoughts were on my teaching style. During the education program I was given a lot of feedback as to how to become a better teacher from my Professors, peers, Cooperating Teacher and University Supervisor. What is missing from the feedback process is perhaps the most important perspective, the perspective from the students. The intent of the paper is to report the findings of the interviews which will support my growth as an educator.n n nn nIntroductionnAny worthwhile profession requires a training process for its applicants. A training process effectively identify strengths and weaknesses on may have for their prospective profession. This process helps then determine fit between the student and his or her prospective career. Traditional trained teachers will take the required classes, observe teachers in real classroom settings and complete an internship as a student teacher. During this education program, the teacher in training will learn what it means to be a teacher in today’s world. The teacher in training will also have several opportunities to watch and observe teachers in classrooms. Along with observations, the teacher in training will be given an opportunity to intern as instructor in a classroom for a whole semester to fine tune their craft. The internship can provide the experience necessary for the intern to go into their teaching career with knowledge about their teaching identity.nMany classes in the education program will participate in a simulated teaching activity. The teacher-in-training will have the opportunity to teach a lesson in front of his or her own peers and professors. One experience I had during this activity included submitting a two pronged Social Studies Lesson on themes of geography. The simulated lesson was presented and then feedback was given from peers and the professor. The feedback from my peers was mostly positive criticism and many stated that I helped explain ideas very well. The feedback I received from my professor was that my lesson was a solid lesson but that I needed to understand participation does not equal understanding. This would be a beginning to receiving perspectives on my teaching. I would also receive feedback my professor after giving one of my first lessons to a 7th grade class about Russian Propaganda. The critique I received was that I needed to have a bit more control of the classroom and not allow side conversations to go as long. I was also given the feedback that I encouraged good class discussion. Although it was helpful feedback and adjustments were therefore made, it was only one person’s perspective.I have also been given feedback about my teaching practice my University Supervisor. His duties include observing me and giving me immediate feedback about my teaching. Some feedback from an observation reinforced that I am “especially good at using discussion and question strategies to encourage and guide students toward higher levels of thinking and processing.” These observations are both very helpful since both sources are informed and have a lot of authority in this area and good insight to classroom management. With these observations I am able to learn more about my teaching practice, abilities and areas of weaknesses.nThere are also opportunities for self-evaluations in the education program…nA couple of questions come to mind when receiving critiques from different sources. Why is it important to gain any information or self-knowledge about my teaching practice? Are there other important perspectives that are missing from this process?nLiterature ReviewnWe teach who we are. (Palmer 1998) How could we teach any other way? Knowing my students depends heavily on self-knowledge (Palmer 1998) If I am going to teach to my strengths I have to know my strengths. Both Good teaching and good relationship require some authenticity. I have to open myself up, be vulnerable, and allow people to know me. Before this can be accomplished, I must first “Know Thyself.”nThe work that is required to accomplish this, is neither selfish nor narcissistic. Whatever self-knowledge we attain as teachers will serve our students and our scholarship well. Good teaching requires self-knowledge: it is a secret hidden in plain sight. (Palmer 1998)nShakespeare once said, “To thine own self be true.” Finding a way to teach with humility requires one to lose some ego in the process. This humility will allow a teacher to be his or herself more fully. It is important to have self-knowledge and understand oneself to be a good teacher…If gaining self-knowledge is so important, why would I not want to gain as much information or insight from as many different sources as I can? Would feedback and criticism from “professionals” suffice or would students give good insight into my teaching practice?nIs it important to have student perspectives about my teaching? Will student perceptions enlighten me to gain more self-knowledge about my teaching?nNo one has a bigger stake in teaching effectiveness than students. Nor are there any better experts on how teaching is experienced by its intended beneficiaries. When asked the right questions, in the right ways, students can be an important source of information on the quality of teaching and the learning environment in individual classrooms. (Student Perception 2012)nMethodsnInterviewing is necessary when we cannot observe behavior, feelings or how people interpret the world around them. (Merriman 2009)nThe methods I used for collecting the information is a semi-structured interviews. This method does not include predetermined wording of questions but does require specific data from all respondents. (Merriman 2009)nThe interviews were performed by me and the Co-Op teacher using open ended questions to gain more insight about the student’s perspective.nThree initial interviews were given that acted as pilot interviews. These interviews allowed me to understand what questions needed to be asked and what questions did not. Pilot interviews are crucial for trying out your questions. Not only do you get some practice in interviewing, but you also quickly learn which questions are confusing and need rewording, which questions yield useless data, and which questions one should have thought to include in the first place. (Merriman 2009)n nResultsn nConclusion/Discussionn n n n n n n n nReferencesnMerriam, S (2009). Qualitative Research: A guide to Design and Implementation.nSan Francisco, Ca: Jossey-Bass.nPalmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco, CA: Jossey-Bass.nStudent Perception Surverys and Their Implementations (September 2012)
ü CJ 301 Criminology and Penology Annotated Bibliography Evaluation Rubric
Corresponds to an A (90-100)
Corresponds to a B (80-89)
Corresponds to a C (70-79)
Corresponds to a D (60-69)
Corresponds to an F (59 and below)
SCORE
Source Selection & Credibility
Sources chosen are highly relevant to the topic; Sources add greatly to research potential; few, if any additional sources needed; Four or more media (e.g., book, journal, government document, website dissertation, etc. ) are represented. All sources are from credible, scholarly, current, materials
Most sources chosen are relevant to the topic; May require a small amount of additional research; Three media are represented. Most sources are from credible, scholarly, current materials
Some sources chosen are relevant to the topic; writer may need additional sources to complete research; Two media represented. Some sources are from credible, scholarly, current materials
Few sources chosen are relevant to the topic; writer may require significant additional research; Only one media represented. Few sources are from credible, scholarly, current materials
Sources are not relevant to topic; Sources necessitate extensive additional research. Sources lack credibility
__________ X 30%
Annotation & Evaluation
Annotations succinctly and comprehensively describe and summarize the source material; annotations offer great insight into the source material. Evaluation clearly explains the usefulness of sources chosen.
Most annotations are succinct; most comprehensively describe and summarize the source material; some offer insight into the source material. Most evaluations explain the usefulness of sources chosen.
Some annotations may be too short or too long; Annotations adequately describe and summarize the source material, but lack insight. Evaluation sometimes explains the usefulness of sources chosen.
Few annotations adequately describe and summarize the source material; annotations offer little insight. Evaluation mostly lacking in explaining the usefulness of sources chosen
Most annotations do not describe and summarize the source material; annotations offer no insight. Evaluation does not explain the usefulness of sources chosen.
__________ X 35%
Bibliography
Each source has a proper citation; All citations are complete; All are in the proper APA format.
Most sources have proper citation; Most citations are complete; Most are in the proper APA format.

Some sources have proper citation; Some citations are complete; some are in the proper APA format.

Few sources have a proper citation; Few citations are complete; few are in the proper APA format.
Very few sources have a proper citation; Very few citations are complete; Very few are in the proper APA format.
__________ X 15%
Mechanics, Grammar, & Proofreading
Virtually free from mechanical, grammatical, punctuation, and spelling errors; All of the assignment requirements were met.
Occasional minor errors do not distract the reader; the majority of assignment requirements were met.

Some significant errors are present, but the overall meaning is clear; about half of the assignment requirements were met.
Errors are distracting, but the meaning is still clear; only some of the assignment requirements were met.
Errors distract the reader, to the extent the meaning is unclear; the assignment requirements were not met.
__________ X 10%
Submission
Cover page and paper neatly typed and formatted according to assignment guidelines. Paper and electronic file submitted. E file attached in MS Word format with correct naming convention. Paper copy stapled.
Cover page and paper neatly typed and formatted according to assignment guidelines with few errors, E file attached in MS Word format with correct naming convention. Paper copy not stapled.
Cover page and paper typed and formatted with some errors according to assignment guidelines, E file attached in MS Word format with altered naming convention and/or paper copy not stapled.
Cover page and paper typed and formatted with several errors; format guidelines partially followed, electronic version in multiple files.
Cover page and paper not typed, or typed with numerous errors; format guidelines not followed, no electronic version submitted or submitted in format other than MS Word.
__________ X 10%
Interpretation of Overall Quality
Bibliography could be used to generate a comprehensive paper on the topic with excellent sources.
Bibliography provides sources to create an above average paper on the topic with better than average sources.
Bibliography provides sources to create an average paper on the topic with adequate sources.
Bibliography sources miss essential sources to create an adequate paper.
Bibliography sources would not create an informative paper on the topic.
TOTAL ___________
Grading Scale:
A
A-
B+
B
B-
C+
C
C-
D+
D
D-
F
95-100
90-94
87-89
83-86
80-82
77-79
73-76
70-72
67-69
63-66
60-62
0-59
