4 resultados para Grammar, Comparative and general--Study and teaching--18th century
em Digital Commons @ DU | University of Denver Research
Resumo:
Urban parks have long been valued for the environmental, social, and economic benefits they provide. Increasingly, parks are also being recognized as features important for sustainable city design. This Capstone Project will identify, compare, analyze, and discuss means for designing sustainable urban parks. Recommendations for designing sustainable urban parks, based on project results, include: 1) ensure park features will support high levels of human activity; 2) use gravel to construct park trails; 3) purchase playground structures made of recycled materials; 4) plant a high number of perennials in flowerbeds and other vegetated areas; 5) plant climate-appropriate plants in vegetated areas; 6) ensure parks have high levels of plant diversity; and 7) develop future studies further exploring sustainable park design.
Resumo:
This dissertation proposes a constructive theology of the Holy Spirit called the "pneumatology of minoritarian communal interpretation," the alternative creation of meaning within an oppressive majority context. It illustrates the convergence of Deleuzean philosophy with Anabaptist pneumatology and media communal interpretation theory in three particular locations: 1) selected mentions of the Holy Spirit in the Hebrew Bible and Christian New Testament; 2) the 16th century Radical Reformation; and 3) "Another Way," a 21st century alternative Anabaptist group focused around the spiritual discussion of art and popular media. Chapter One outlines the three theories. Chapter Two examines the Holy Spirit in the Hebrew Bible, particularly 1 Samuel 8, the book of Ezekiel, and the Gospel narratives. Chapter Three examines the pneumatological writings of the Radical Reformers, concentrating particularly on their theologies of the intersection between church and the surrounding majoritarian culture. Chapter Four outlines my original field research with Another Way, and examines the tension between minoritarian communal interpretation and the 21st century semiotic regime. Chapter Five then summarizes the conversations between theory and illustration to propose the pneumatology of minoritarian communal interpretation for Christian theology.
Resumo:
Attempts to address the ever increasing achievement gap among students have failed to explain how and why educational traditions and teaching practices perpetuate the devaluing of some and the overvaluing of others. This predicament, which plagues our educational system, has been of increased concern, given the growing racial diversity among college students and the saturation of White faculty in the academy. White faculty make up the majority, 79%, of all faculty in the academy. White faculty, whether consciously or unconsciously, are less likely to interrogate how race and racism both privilege them within the academy and influence their faculty behaviors. The result of this cyclical, highly cemented process suggests that there is a relationship between racial consciousness and White faculty members' ability to employ behaviors in their classroom that promote equitable educational outcomes for racially minoritized students. An investigation of the literature revealed that racial consciousness and the behaviors of White faculty in the classroom appeared to be inextricably linked. A conceptual framework, Racial Consciousness and Its Influence on the Behaviors of White Faculty in the Classroom was developed by the author and tested in this study. Constructivist grounded theory was used to explore the role White faculty believe they play in the dismantling of the white supremacy embedded in their classrooms through their faculty behaviors. A substantive theory subsequently emerged. Findings indicate that White faculty with a higher level of racial consciousness employ behaviors in their classroom reflective of a more expansive view of equality in their pursuit of social justice, which they consider synonymous with excellence in teaching. This research bears great significance to higher education research and practice, as it is the first of its kind to utilize critical legal scholar Kimberlé Crenshaw's (1988) restrictive and expansive views of equality framework to empirically measure and describe excellence in college teaching. Implications for faculty preparation and continued education are also discussed.