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2016 - National Women's Studies Association Words: 101 words || 
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1. Hodes, Caroline. "Fish, Land, Locke and Law: “Part of our Make-up…Part of our Self…Part of our Being”" Paper presented at the annual meeting of the National Women's Studies Association, Palais des congrès de Montréal, Montreal, Quebec, Nov 10, 2016 <Not Available>. 2017-10-22 <http://citation.allacademic.com/meta/p1138878_index.html>
Publication Type: Individual Paper
Review Method: Peer Reviewed
Abstract: This paper will problematize the rules in Canadian anti-discrimination claims. In equality rights litigation, iterations of belonging are circumscribed by legal tests that define identity as a set of immutable, embodied characteristics. In this context, both litigants and interveners are expected to identify in ways that individualize the structural and systemic violence of dispossession. Following Eve Tuck and Wayne Yang’s (2012) assertion that “decolonization is not a metaphor”, this paper proposes that feminist sociolegal scholarship ought to rethink notions of identity, inclusion, recognition, the human and the extra-human in order to untether corporeality from the logic of settler colonial modernity.

2009 - Midwest Political Science Association 67th Annual National Conference Pages: 22 pages || Words: 7639 words || 
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2. Smith, Howard. "Analyzing Federal Management Reform: PARTing the PART" Paper presented at the annual meeting of the Midwest Political Science Association 67th Annual National Conference, The Palmer House Hilton, Chicago, IL, Apr 02, 2009 Online <PDF>. 2017-10-22 <http://citation.allacademic.com/meta/p364442_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Has the OMB's Program Assessment Rating Tool improved the results orientation of federal agencies? In the PART process, OMB analysts review the strategic plans and performance measures of all federally funded programs. They issue PART scores, and these scores are used in the budget review process and published for public view. This paper analyzes the results of the PART rating process to determine whether the process itself has had a measureable effect on program performance. This is the same sort of outcome measure that a PART program must demonstrate in order to be categorized as "performing." OMB classifies programs that do not have viable measures or programs with measures that don't demonstrate results as "not performing." This analysis seeks to determine in what category the PART effort belongs.

2009 - ASC Annual Meeting Words: 203 words || 
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3. Hayslett-McCall, Karen. "The Journey to Part I and Part II Crime" Paper presented at the annual meeting of the ASC Annual Meeting, Philadelphia Marriott Downtown, Philadelphia, PA, Nov 04, 2009 <Not Available>. 2017-10-22 <http://citation.allacademic.com/meta/p372730_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This research paper focuses on the application of Geographic Information System (GIS) technologies and hierarchical modeling techniques to simultaneously examine the impact of the individual and neighborhood characteristics on the journey to crime. The goals of this paper have been to think critically about how GIS can best be used to study the journey-to-crime and to analyze this process across all types of offenders and typologies of crime. This paper develops a series of unique contextual level data set incorporating information from crime location data, offender residence data, and census data in Dallas, TX. Time and space are obstacles in human movement, criminal behavior is not exempt. This paper considers the community and individual barriers that impact an offender’s movement during the commission of a crime. This paper presents an innovative approach to the journey to Part I and Part II Crimes. The actual Journey to Crime “statistics” for individual offenders are responsible for traveling are not just looked at as the linear distance traveled (e.g., neither the Euclidian distance nor the Manhattan distance). The journey to crime statistics in this paper are calculated using actual road network distances. Exciting findings regarding individual characteristics and neighborhood characteristics are found.

2009 - American Sociological Association Annual Meeting Pages: 34 pages || Words: 9448 words || 
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4. Swando, Julie. "Charter Schools Under NCLB: Part of the Solution, or Part of the Problem?" Paper presented at the annual meeting of the American Sociological Association Annual Meeting, Hilton San Francisco, San Francisco, CA, Aug 08, 2009 Online <PDF>. 2017-10-22 <http://citation.allacademic.com/meta/p306436_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: Charter school advocates have long asserted that charter schools are more effective at educating students than public schools. The policymakers who crafted the No Child Left Behind Act of 2002 appear to agree, as they have written recommendations into NCLB to allow students to transfer to charter schools and to recommend that "failing" schools restructure as charters. Despite this recommendation, education researchers know very little about how charter schools perform under the criteria used by NCLB. The current study utilized a sample of all public and charter schools in California and Texas to compare the performance of charter and public schools on NCLB criteria. The results demonstrate that public schools outperformed charter schools in both states on all major NCLB criteria (whether or not the school made AYP, and the average schoolwide proficiency level in Math and English), even when controlling for a number of key school- and district-level variables such as the percentage of nonwhite, poor, and special education students in the school or the level of child poverty in the surrounding district. These patterns persisted when the sample was restricted to schools that had been open for at least five years – and in fact, the gap between charter and public schools actually widened in this restricted sample. These findings suggest that the recommendation that public schools restructure as charter schools is problematic, because charter schools appear to be performing worse on NCLB criteria than regular public schools.

2010 - ISME World Conference and Commission Seminars Pages: unavailable || Words: 2749 words || 
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5. Nordlund, Moya. "Essential Skills: Standards and Assessment (Part II of a two-part paper)" Paper presented at the annual meeting of the ISME World Conference and Commission Seminars, China Conservatory of Music (CC) and Chinese National Convention Centre (CNCC), Beijing, China, Aug 01, 2010 Online <PDF>. 2017-10-22 <http://citation.allacademic.com/meta/p397803_index.html>
Publication Type: Full Paper
Review Method: Peer Reviewed
Abstract: Finding ways of assessing student musical understanding is necessary to effectively integrate MTNA's essential skills into pedagogy. One valid, coherent way for a teacher to systematically assess student progress is to precisely measure them against a set of standards, or levels of advancement. For instance, “standards” often refer to statements of expectations for student learning, including content standards, performance (skills) standards, and benchmarks. Second, the MENC National Standards are organized by skill and content standards with 4th-, 8th-, and 12th-grade benchmarks. Third, the Royal Schools of Music (RSM) in England examinations are internationally-recognized levels of advancement and the RSM Board publishes accompanying curriculum guides assisting teachers to develop the requisite skills in their students. According to Phyllis Pieffer, the MTNA Board of Directors decided to use the word “skills” instead of “standards” because “the latter would require students to attain a certain level of advancement that may or may not be possible.” Finally, I believe otherwise: standards are needed as a guide for measuring student progress and making instructional decisions. Whether called standards, benchmarks, or expectations, these outcomes become targets for assessment. Assessing skills acquisition will create a dynamic learning experience.

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