The Ethics of the Vietnam War

Although the Vietnam Conflict was not conducted in an entirely ethical manner, the war provided a tangible example of the extent of Kennan’s containment theory and its effect on the United States in the twentieth century

A framing device across mode and genre: Indonesian youth language in conversation and print

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The Effects of a First Year Engineering Class Using the SCALE-Up Method on Student Retention and Subsequent Student Pass Rates

Due to the increased demand for engineers, the University of Texas at Arlington (UTA) created a new, first year engineering class using the Student-Centered Active Learning Environment with Upside-down Pedagogies (SCALE-Up) method to specifically address engineering student retention by encouraging student persistence and success throughout their academic career. Since UTA enjoys a very diverse student population with varying learning styles, socio-economic backgrounds, and prior knowledge and preparation, the SCALE-Up method was chosen due to its reliance on problem-based, active learning strategies, peer instruction through teamwork, and peer leaders within the classroom. After two and a half years of implementation of this class, known as ENGR 1300 – Engineering Problem Solving, this paper will explore the first year and second year engineering retention rates. This comparison will show that engineering retention rates have increased since ENGR 1300 was implemented. Further, this paper will show this increase occurs across multiple student type groups, provided that the student take ENGR 1300 in their first semester. Finally, to assess the positive effects of the new class, this paper will show that the pass rates of three subsequent mechanical engineering classes, Statics, Dynamics, and Strength of Materials, increased after ENGR 1300 was implemented.Cockrell School of Engineerin

Considering ELLs When Planning Lessons

Teachers typically prepare lesson plans for non-ELLs and then attempt to “retrofit” lesson plans for ELLs. This article offers suggestions for planning mathematics lessons that meet ELLs’ needs

Scriptural Justification for the American Revolution

This thesis will seek to examine the intention of the Founding Fathers regarding their decision to break from England in what became the American Revolution. On July 4th, 1776, fifty-five men gathered to sign the defining document of their cause – the Declaration of Independence. As the document presents the climactic argument against the English crown, this thesis will seek to analyze its writers’ intentions, presuppositions, and rationalizations. Ultimately, this thesis will demonstrate that the Founders not only sought biblical justification for their actions and opinions, but followed the letter of biblical and common law in order to please both their Creator and their consciences