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Join us to learn about OER affordances, tools, support and applications! This session will include brief lightning talks to provide an overview of these open education topics as well as hands-on time for attendees to ask questions about some current and recent open education projects at Virginia Tech, the pedagogical implications of open educational resources, and support that is available for instructors and learners who would like to share or create open educational resources. Topics include: open publishing, Creative Commons licensing, open source virtual reality, Omeka, the Open Textbook Library, and more.

Join us to learn about OER affordances, tools, support and applications! This session will include brief lightning talks to provide an overview of these open education topics as well as hands-on time for attendees to ask questions about some current and recent open education projects at Virginia Tech, the pedagogical implications of open educational resources, and support that is available for instructors and learners who would like to share or create open educational resources. Topics include: open publishing, Creative Commons licensing, open source virtual reality, Omeka, the Open Textbook Library, and more.

Using the work of Bob Altemeyer as a critical lens, this paper identifies and analyzes components of the fundamentalist film "Courageous" that argue for an authoritarian ideology distinct from its explicit religious dogma. Louis Althusser and other theorists provide context for discussion of the ideology of "Courageous" outside film criticism.

Using the work of Bob Altemeyer as a critical lens, this paper identifies and analyzes components of the fundamentalist film "Courageous" that argue for an authoritarian ideology distinct from its explicit religious dogma. Louis Althusser and other theorists provide context for discussion of the ideology of "Courageous" outside film criticism.

In 1971, Isaac Asimov observed in humanity, a science-important society. For this he credited the man who had been his editor in the 1940s during the period known as the golden age of American science fiction, John W. Campbell, Jr. Campbell was editor of Astounding Science-Fiction, the magazine that launched both Asimov's career and the golden age, from 1938 until his death in 1971. Campbell and his authors set the foundation for the modern sci-fi, cementing genre distinction by the application of plausible technological speculation. Campbell assumed the science-important society that Asimov found thirty years later, attributing sci-fi ascendance during the golden age a particular compatibility with that cultural context. On another level, sci-fi's compatibility with "science-important" tendencies during the first half of the twentieth-century betrayed a deeper agreement with the social structures that fueled those tendencies and reflected an explication of modernity on capitalist terms. Tethered to an imperative of plausibly extrapolated technology within an American context, sci-fi authors retained the social underpinnings of that context. In this thesis, I perform a textual analysis of stories published in Astounding during the 1940s, following the sci-fi as it grew into a mainstream cultural product. In this, I prioritize not the intentions of authors to advance explicit themes or speculations. Rather, I allow the authors' direction of reader sympathy to suggest the way that favored characterizations advanced ideological bias. Sci-fi authors supported a route to success via individualistic, competitive, and private enterprise. They supported an American capitalistic conveyance of modernity.

This study will first consider some of the research related to the various schools of thought on schizophrenia. It will then discuss the etiology and psychopathology of the disorder with an emphasis on the dominant types discovered in the cases under study. The various methods of treatment will also be observed. It will further examine the backgrounds of the children with a close scrutinization as to the possible-manifestation of schizophrenic traits. It will draw conclusions and make recommendations for early recognition and treatment of similar referral situations. This study will exclude any detailed discussion of the history of the Catholic Guardian Society. Similarly, it will exclude, for study purposes, any explanation of the many auxiliary programs of CGS. Finally, it will not attempt to evaluate variations in casework techniques or proficiency nor variations resulting from primarily cultural differences.The purpose of this inquiry is to discover if and what common personality traits are transmitted from schizophrenic mothers to their children. Since youngsters from this background situation, represent what I believe to be a significant number of our agency's population, it is wise and necessary to know the kind and degree of behavior patterns that can be expected. A basic knowledge of the general behavior patterns that can be anticipated will enable a more precise placement plan. An attempt will be made in this study to answer a multiplicity of questions: What are the similarities and differences in symptomatology and personality structure of schizophrenic mothers? What are their children's personalities like? Do the children tend to identify, (and to what extent) with the sicker or healthier aspects of their mother's personality makeup? Or with both? What kinds of adjustments do these youngsters make? What type of placement setting appears most appropriate?