Metropolitan State Research Articles

Practicing Anthropology in the Corporate World

Two years ago, I graduated with my Master's degree from the University of Colorado at Denver and, as yet, have not decided whether to pursue my Ph.D. During these past two years, I have been teaching part time at Metropolitan State College in Denver, working on my resumé and doing a little archaeological field work. Just last year, I joined a network group consisting of some former friends and colleagues from graduate school, and a growing number of other graduate anthropologists. During my graduate work, I maintained my longstanding career in business. Since completion of that work, I have seen other graduates struggle with how to obtain rewarding positions in anthropological work. I went through a period of wondering just when I would be able to use my Master's degree professionally. Those questions and many doubts combined with my daily career in business have engendered a change in some of my attitudes about business and about "how to do anthropology." Based on my business experiences lately, I believe I have learned that corporate America needs to employ anthropologists!

Reputation Enhancement Theory and Adolescent Substance Use

Data pertaining to self-reported substance use, reputation enhancement, self-concept and coping strategies were obtained from 1,204 Western Australian metropolitan state high school adolescents using the High School Student Activity Questionnaire. Previous research has identified low self-concept levels and inadequate coping strategies as being major contributors to adolescent substance use. The findings of the present research offer some support for this. A 4 x 2 x 3 MANOVA revealed, however, that reputation enhancement differentiated between current substance users, ex-users and non-users to a greater extent than either self-concept levels or coping strategies. Differences between male and female students, however, were identified more through self-concept and coping variables than by reputation enhancement variables. No interaction effect and no main effect for year group were present. The implications for drug education are discussed.

Implementing a Successful Affective Curriculum

Theory into Practice is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations? We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.--PLA & MEC

Collaboration

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations? We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.—PLA&MEC

Collaboration

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations? We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.--PLA &MEC

Key Points of the “Authentic Assessment Portfolio”

Theory into Practice (formerly called ``Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations? We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.---PLA & MEC

Development of Project Priority-Setting Methodology for Pennsylvania's Airport Development Program

The methodology used to develop a decision making tool for choosing among candidate projects for a state airport development program is presented. The approach emphasized public involvement and cooperation, using a panel of experts from the aviation community to establish guiding principles, select the analysis procedure, develop evaluation criteria, and choose criteria weights for the new priority-setting model. The panel included airport managers, metropolitan planning organization aviation planners, aviation consultants, and state aviation planners.

Development of Project Priority-Setting Methodology for Pennsylvania's Airport Development Program

The methodology used to develop a decision making tool for choosing among candidate projects for a state airport development program is presented. The approach emphasized public involvement and cooperation, using a panel of experts from the aviation community to establish guiding principles, select the analysis procedure, develop evaluation criteria, and choose criteria weights for the new priority-setting model. The panel included airport managers, metropolitan planning organization aviation planners, aviation consultants, and state aviation planners.

The Checkbook Approach to Managing Behavior

Theory into Practice (formerly called ``Tips for Teachers'') is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations! We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.-PLA & MEC

Lily Briscoe's Vision: The Articulation of Silence

Lily Briscoe's Vision: The Articulation of Silence Theresa L. Crater Metropolitan State College of Denver When Lily Briscoe finishes her painting at the end of Virginia Woolfs To the Lighthouse, not only is she proving Charles Tansley wrong when he told her "women can't write, women can't paint" (75), she is, for the first time in Woolfs fiction, directly expressing female subjectivity. Previous characters have made the attempt. Rachel Vinrace and Septimus Smith desperately searched for alternatives to the gender roles they had been handed, but both were destroyed by the effort. Only Lily Briscoe survives the passage and reemerges, capable of articulating her vision of being a woman other than the prescribed role ofWoman.1 That female subjectivity can be expressed or even exist has been a subject of much recent debate. Early deconstruction and psychoanalytic theories opposed the humanistic concept of the authentic, essential self capable of autonomy and unmediated experience, insisting that human consciousness is profoundly affected, if not completely formed, by ideology and language. How can a consciousness formed by a culture experience something outside that culture? Certainly Lacan's notion of language and human development preempts women from speaking in any authentic, subjective way whatsoever . According to these theories, women are trapped in silence. Contemporary feminist theorists have found a middle ground in this controversy, which has perhaps been best expressed by Thérèse de Lauretis. She defines individual identity as "an ongoing construction , not a fixed point," based on "those relations—material, economic , interpersonal—which are in fact social and, in a larger perspective, historical." Meaning and subjectivity are not produced once and for all, but continually created in social practice. De Lauretis names this process "experience" (Alice 159), thus rescuing the old feminist adage "the personal is political." A gap, then, exists between the cultural construct of Woman, which is fixed, and the specific historical and personal experience of the female person, which is the site of the engendering of the female subject. Thus, women are in oscillation between the figure Woman and their own daily ongoing experience, and can enunciate female subjectivity by speaking from this gap, which de Lauretis terms "speaking from elsewhere" (Technologies 25). "Elsewhere" is not some "real place" 121 122Rocky Mountain Review beyond or outside of discourse, but "a movement from the space represented by/in a representation, by/in a discourse, by/in a sex-gender system, to the space not represented yet implied (unseen) in them" (Technologies 26). Woolf herself identified the process of escaping the image of Woman and "speaking from elsewhere" in "Professions for Women" when she wrote of killing the Angel in the House. Woolfs Angel admonishes her to please, not to speak harshly, in her writing and to behave in accordance with the Victorian feminine ideal. Woolf notes that her Angel "died hard. Her fictitious nature was of great assistance to her. It is harder to kill a phantom than a reality." Woolf claims that the woman who has slain the phantom now "had only to be herself." But she immediately runs into another problem: "Ah, but what is 'herself? I mean, what is a woman?" Women have been so restricted by their roles, Woolf claims, they do not know who else they are: "I do not believe that anybody can know until she has expressed herself in all the arts and professions open to human skill" (60). "Herself" is as yet uncreated. When women "speak from elsewhere," the articulation does not follow the Law-of-the-Father; it is not linear and rational, but shares certain qualities of the imaginai in the mirror stage as described by Jacques Lacan and Julia Kristeva's notion of the semiotic .2 These communications can almost be thought of as weaving image, rhythm, and sound with the symbolic world of culture and language, as we shall see. Lily Briscoe is the first of Woolfs characters to escape the totalizing image of Woman, represented in the novel as Mrs. Ramsay, and the silencing presence of the Law-of-theFather , appearing as Mr. Ramsay, and to find a way to represent a reality ofwomen's lives which is different from the figure of...

A Combinatorial Queueing Model

Click to increase image sizeClick to decrease image size Additional informationNotes on contributorsShahar BonehShahar Boneh received his Ph.D. in statistics, under the direction of Joseph Gani, from the University of California, Santa Barbara, in 1989. After teaching at Wichita State University for several years, he recently joined the department of mathematical sciences at the Metropolitan State College of Denver. His primary areas of research are applied probability and applied statistics. He enjoys outdoor sports and playing with his son and daughter.David C. OgdenDavid C. Ogden received his M.S. in mathematics in 1994, under the direction of Shahar Boneh, from Wichita State University. He is currently enjoying the life of an instructor in the mathematics department at Wichita State University. He particularly enjoys teaching (and researching) probability and statistics. As an advisor (and past president) of the Kansas Gamma chapter of Pi Mu Epsilon, he has the opportunity to reach many students and show them the beauty of mathematics. In his spare time he likes to paint, jog, camp, hike, and visit his beloved family.

Theory into Practice

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations! We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.—PLA & MEC

Theory into Practice

Theory into Practice (formerly called ``Tips for Teachers'') is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations! We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.--PLA & MEC

Understanding teachers′ receptivity to system‐wide educational change

Reports the results of a qualitative, cross‐sectional study involving a survey of 549 teachers′ perceptions of the Unit Curriculum system in 22 metropolitan state senior high schools in Perth, Western Australia, in the context of system‐wide change, within a centralized educational system. Surveyed perceptions of six general variables applied to the specific case of the Unit Curriculum system. These variables are: perceived cost benefit to the teacher; perceived practicality in the classroom; alleviation of fears and concerns; participation in school decisions on aspects affecting the classrooms; perceived support from senior staff; and feelings towards the previous system compared to the new system. Suggests these variables offer pointers to educational administrators on how best to tailor system‐wide changes so that teachers will be more receptive to the changes in the implementation stage.

Theory into Practice

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations? We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orelans, New Orelans, LA 70148.—PLA & MEC

THEORY INTO PRACTICE

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations! We encourage you to submit ideas and suggestions to one of the coltumn co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.—PLA & MEC

Significance of Touch for Perceptions of Parenting and Psychological Adjustment among Adolescents

This pilot study set out to investigate whether a relationship exists between differential quality and quantity of physical contact experience and perceptions of parenting, psychological adjustment, and suicidal behavior among adolescents. A self-report questionnaire assessed individuals' perceptions of how frequently they experienced pleasant (positive) and unpleasant (negative) touch from family and friends. Together with the Achenbach Youth Self-Report and the Parental Bonding Instrument, this questionnaire was administered to 142 male and 129 female students aged between 13 and 15 years (mean = 13.54, SD = 0.56) attending a randomly chosen metropolitan state high school and a coeducational private school. The major findings indicated that differential quality and quantity of physical contact experience was related to perceptions of parenting, psychological adjustment, and suicidal behavior, although a gender difference was observed. The findings suggest that physical contact experiences may reflect different parenting styles and may be a vulnerability factor for a range of difficulties among adolescents.

Rocky Mountain Divide: Selling and Saving the West. By John B. Wright

Previous articleNext article No AccessBook ReviewsRocky Mountain Divide: Selling and Saving the West. By John B. WrightThomas AltherrThomas Altherr Metropolitan State College of Denver Search for more articles by this author PDFPDF PLUS Add to favoritesDownload CitationTrack CitationsPermissionsReprints Share onFacebookTwitterLinkedInRedditEmail SectionsMoreDetailsFiguresReferencesCited by Volume 19, Number 3Fall 1995 Published for the American Society for Environmental History and the Forest History Society Article DOIhttps://doi.org/10.2307/3984917 Journal History This article was published in the Environmental History Review (1990-1995), which is continued by Environmental History (1996-present). © 1995 American Society for Environmental History. All rights reserved.PDF download Crossref reports no articles citing this article.

Theory into Practice

Theory into Practice (formerly called “Tips for Teachers”) is a regular department presenting practical teaching suggestions in the areas of reading, mathematics, written language, content areas, and organizational and social skills that can be used in a classroom or clinical setting. What practical ideas or suggestions do you find useful in your teaching or clinical situations! We encourage you to submit ideas and suggestions to one of the column co-editors: Dr. Peggy L. Anderson, Theory into Practice Co-Editor, Metropolitan State College of Denver, Department of Early Childhood/Elementary Education, PO Box 173362, Denver, CO 80217, or Dr. Mary E. Cronin, Theory into Practice Co-Editor, Department of Special Education and Habilitative Services, University of New Orleans, New Orleans, LA 70148.—PLA & MEC

Predicting suicide attempts among adolescents

This study set out to investigate the utility of 4 often referred to behavioural antecedents of suicide attempts--suicide ideation, plans, threats and deliberate self-harm--in the prediction of suicide attempts and the identification of suicide attempters and nonattempters among adolescents. A total of 156 male and 151 female students aged between 14 and 17 years (mean = 15.8) attending one randomly chosen metropolitan state high school completed a questionnaire concerning a number of aspects of suicidal behaviour. The findings indicated that suicide ideation, plans and threats, and deliberate self-harm are associated with suicide attempting and that a combination of suicide plans and deliberate self-harm present a particularly worrying mixture. Further, a composite index of suicidality was demonstrated to have some utility in the identification of suicide attempters and nonattempters. These findings add further weight of evidence to the suggestion that adolescents who enter the spectrum of suicide behaviours are at high risk of making a suicide attempt, although this requires further investigation in a prospective study.