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Enhanced Incluison Removal from Steel in the Tundish

Description: The objective of this project was to develop an effective chemical filtering system for significantly reducing the content of inclusion particles in the steel melts exiting the tundish for continuous casting. This project combined a multi-process approach that aimed to make significant progress towards an "inclusion free" steel by incorporating several interdependent concepts to reduce the content of inclusions in the molten steel exiting the tundish for the caster. The goal is to produce "cleaner" steel.
Date: September 25, 2009
Creator: Bradt, R.C. & Sharif, M.A.R.
Partner: UNT Libraries Government Documents Department
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2018 UNT Equity and Diversity Conference – Rosa Clemente (Keynote, Senate Room Panel)

Description: This video contains an invitation-only panel discussion, wherein Rosa Clemente fields questions from the audience on a variety of topics pertaining to the conference theme of building bridges and granting access.
Date: February 22, 2018
Duration: 43 minutes 42 seconds
Creator: Clemente, Rosa; Barrax Moore, Shani & Torres, Damian
Partner: University of North Texas
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2018 UNT Equity and Diversity Conference - Opening Statements

Description: This video contains opening remarks for the 2018 University of North Texas Equity and Diversity Conference. Joanne Woodard, Vice President of the Division of Institutional Equity & Diversity, along with Shani Barrax-Moore, Director of the Office of Diversity and Inclusion, introduce the conference and welcome the conference attendees. Presented by sponsor GCC Enterprises, UNT Housing and Residence Life receives the award for Inclusive Excellence.
Date: February 22, 2018
Duration: 36 minutes 21 seconds
Creator: Woodard, Joanne & Barrax Moore, Shani
Partner: University of North Texas
open access

Teacher Perceptions of Inclusionary Practices for Students with Emotional/behavioral Disorders

Description: The present study examined variables affecting teachers’ perceptions of inclusionary practices for students with emotional and behavioral disorders (E/BD) in three areas: inclusion of students with E/BD, behaviors of students with E/BD, and teacher efficacy. Teachers listed in the database of one Education Service Center located in north central Texas which represented 66 school districts, completed the online Survey on Teacher Perceptions of Inclusionary Practices for Students with Emotional/Behavioral Disorders. Findings of the study showed that (a) teaching experience was a significant predictor of teacher’s perceptions regarding the inclusion of students with E/BD, (b) student age was a significant predictor of teachers’ perceptions regarding behaviors of students with E/BD, (c) special education teachers are more likely to have a higher degree of perceptions on the subscale that measures their efficacy than general education teachers, and (d) the number of special education courses taken by general education teachers did not have a significant effect on teachers’ perceptions.
Date: August 2012
Creator: Lee, Yu-Wen Grace
Partner: UNT Libraries
open access

Prek-6 Teachers' Beliefs About Inclusive Practices in the United States and South Korea: Cross Cultural Perspectives

Description: The educational practice known as inclusion, which is based on values of equal opportunity and diversity, enables students with disabilities to attend the same general education classes as typically developing peers. Inclusion is a legal requirement in the United States and South Korea, but factors facilitating inclusion likely differ across countries. The purpose of the study was to examine PreK-6 school teachers' beliefs about inclusive practices in the United States and South Korea and to present a more informed direction for the future of inclusive education in both countries. Seventy-four teachers from the US and 54 from South Korea participated via email for this study employing surveys. Teachers provided their beliefs about inclusion items on the My Thinking About Inclusion (MTAI) scale, a 28-question instrument, and also provided information about their own gender, years of experience, education level, and teaching practices. A statistically significant difference was found between the teachers of the two nations for the full survey scale. The teachers' training area (i.e., general education or special education) in the US was significantly associated with the belief toward inclusion, and special education teachers in both countries were more agreeable to inclusion than general education practitioners were as shown by the MTAI scale. A strong relationship between accommodation and preparedness for disabilities was found. Most of the barrier factors to practicing inclusive education were considered substantial obstacles, but more so for South Korea teachers than US teachers. University coursework was the least preferred method for improving inclusive practices according to teachers in both countries. Based on the outcomes of the two nations' teachers' beliefs about inclusion, the author suggests that supportive practices, including collaboration between educators, professional development, partnerships with parents and families, and peer supports, be implemented within the two countries for the upkeep of inclusive practices.
Date: May 2013
Creator: Jeong, Hyunjeong
Partner: UNT Libraries
open access

Texas High School Principals' Attitudes Toward the Inclusion of Students with Disabilities in the General Education Classroom

Description: This study examined Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. School leaders today face increasing demands with the revised state accountability system. For example, students with disabilities are required to take the Texas Assessment Knowledge and Skills Test (TAKS) and on grade level. Hence, one of the strategies of schools has been to mainstream or include special education students in the regular classroom. Inclusion provides the opportunity for students with disabilities to be educated in the general education curriculum with their non-disabled peers. This study investigated the attitudes of Texas high school principals' attitudes toward the inclusion of students with disabilities in the general education classroom. The principals' personal experiences, professional training, and formal training in inclusion were examined. This study was a qualitative study using survey methodology. The Principal's Inclusion Survey developed by Cindy Praisner and G.H. Stainback was distributed electronically to 1211 Texas high schools. With the permissions of Praisner and Stainback, the survey was loaded into Survey Monkey, which is a website for creation of professional online surveys. Data was analyzed using descriptive statistics. The return rate was 395 (32.1%) overall responses. The results of the study concluded that majority of the principals agreed that inclusion of students with disabilities into the general education classroom was the best placement for the disabilities listed in the survey. However, for the more severe disabilities, the principals favored a more non-inclusive setting. Those disabilities included mental retardation and serious emotional disturbance. For the cognitive disabilities, combinations of an inclusive and non-inclusive setting were chosen. Also revealed in the study is that principals did not receive inclusion training as part of their formal education, but more emphasis was placed on special education law. The results of the survey indicated more training …
Date: May 2011
Creator: Farris, Troy K.
Partner: UNT Libraries

In The Emergency of the "N" Word, Make Sure to Use AAA

Description: Presentation from the 2019 Equity and Diversity Conference. This presentation includes a discussion of the history of the very controversial “N” word, a word marked as derogatory for African Americans. It seeks to answer the age old question “Can I say it?” With that regard, one should always utilize AAA when in question. That is Access, Authority, and Authenticity: consider each and its bearing on you and the word, your position, and your intent.
Date: February 28, 2019
Creator: Gurley, Alexandria
Partner: University of North Texas
open access

Cultural Wealth Wheel

Description: Handout from the 2019 Equity and Diversity Conference. This handout includes an activity to identify resources available to achieve educational goals.
Date: February 28, 2019
Creator: Gurley, Alexandria
Partner: University of North Texas

Supporting Undocumented Students Through Best Practices and Coalition Building

Description: Presentation from the 2019 Equity and Diversity Conference. This presentation focuses on best practices and coalition building across institutions of higher education while thinking beyond the stigma of illegality in order to support undocumented students in times of uncertainty.
Date: February 28, 2019
Creator: Nuñez-Janes, Mariela; Perfecto, Rebecca & Tapia-Fuselier, Nick
Partner: University of North Texas
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Spoken-Word Poetry Contest

Description: Spoken-word artist, award-winning teacher and UNT alumnus Joaquin Zihuatanejo hosts the 2017 UNT Equity and Diversity Conference’s Spoken-Word Contest, featuring poems written and performed by UNT students.
Date: February 23, 2017
Duration: 46 minutes 41 seconds
Creator: Zihuatanejo, Joaquin
Partner: University of North Texas
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2018 UNT Equity and Diversity Conference – Rosa Clemente, Keynote Speech

Description: This video contains the keynote speech for the 2018 University of North Texas Equity and Diversity Conference featuring Rosa Clemente, 2008 Green Party Vice Presidential candidate, community organizer, and journalist. From Harvard to prisons, Rosa has spent her life dedicated to scholar activism. She is the president and founder of Know Thy Self Productions, which has produced four major community activism tours and consults on issues such as Hip-Hope activism, media justice, voter engagement among youth of color, third party politics, intercultural relations between Black and Latinx, immigrants’ rights as an extension of human rights, and universal healthcare. During her keynote session, Clemente addresses identity intersectionality as a bridge to inclusion.
Date: February 22, 2018
Duration: 1 hour 14 minutes 29 seconds
Creator: Clemente, Rosa & Barrax Moore, Shani
Partner: University of North Texas
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2018 Equity and Diversity Conference - Dr. Dafina-Lazarus (DL) Stewart, Social Justice Speaker

Description: This video contains the social justice keynote address for the 2018 University of North Texas Equity and Diversity Conference featuring Dr. Dafina-Lazarus (D-L) Stewart (PGPs: ze, zim, and zir). Dr. Stewart is professor in the School of Education and Tri-Chair of the Student Affairs in Higher Education program at Colorado State University. Over the course of zir 17-year faculty career, ze has focused most intently on issues of race and ethnicity, sexuality, and gender, as well as religion, faith, and spirituality in their research, teaching, and service to professional organizations and institutions across the nation. In this session, Dr. Stewart speaks on navigating privilege and marginalization in building social justice competence.
Date: February 22, 2018
Duration: 54 minutes 20 seconds
Creator: Stewart, Dafina-Lazarus; Hobson, Kathleen & Attar, Nichol
Partner: University of North Texas
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Continued Conversations: Women of Color and White Women in the Academy: Understanding White Privilege

Description: Video recording of Part Two of the Unlikely Allies in the Academy Series, hosted by the Office of Diversity and Inclusion for continued dialogue based upon the book "Unlikely Allies in the Academy: Women of Color and White Women in Conversation." Featuring Dr. Frances Kendall, this presentation paints a picture of white privilege by detailing what it is, who it involves, what it looks like, and other important aspects.
Date: April 20, 2017
Duration: 1 hour 19 minutes 53 seconds
Creator: Kendall, Frances E. & Barrax Moore, Shani
Partner: University of North Texas
open access

High School Teachers and Support Staff's Attitudes toward Students with Disabilities in the Inclusive General Education Classroom

Description: Research has shown teachers' attitudes toward students with disabilities directly affect the students' performance in the general education classroom; however, more research is needed to determine what variables influence high school teacher and support staff attitudes. The purpose of this study was to determine the attitudes of high school general education teachers, special education teachers, and support staff toward students with disabilities in the general education classroom. The study examined multiple variables such as gender, race/ethnicity, teaching experience, educators' role, and school size; and the impact of professional development on their attitudes toward inclusion. This study used an explanatory sequential mixed-methods design. Data collection included the Inclusion Attitude Scale for High School Teachers (IASHST), developed by Ernst and Roger, and then focus groups for general education teachers, special education teachers, and support staff in order to triangulate the findings. The results of this study found that general education teachers may have a more negative attitude than special education teachers and support staff. However, it is important to note that members of each focus group described what they considered to be appropriate exceptions to including students with disabilities in the general education classroom.
Date: December 2019
Creator: Yoakum, Carrie Mae
Partner: UNT Libraries
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Creating Space for Difficult Conversations & Opportunities for Cross-Cultural and Cross-Racial Conversations

Description: Part three of the Unlikely Allies in the Academy Series, hosted by the Office of Diversity and Inclusion for continued dialogue based upon the book "Unlikely Allies in the Academy: Women of Color and White Women in Conversation." This video features Dr. Theresa Torres, author of the chapter “A Latina Testimonio: Challenges as an Academic, Issues of Difference, and a Call for Solidarity with White Female Academics” and her colleague, diversity expert and independent scholar Lisa McCarty.
Date: February 23, 2017
Duration: 1 hour 53 minutes 13 seconds
Creator: Torres, Theresa & McCarty, Lisa
Partner: University of North Texas

Moving from Unlikely to Likely Allies in the Academy

Description: Part one of the Unlikely Allies in the Academy Series, hosted by the Office of Diversity and Inclusion for continued dialogue based upon the book "Unlikely Allies in the Academy: Women of Color and White Women in Conversation." This presentation by Dr. Karen L. Dace, editor of the book "Unlikely Allies in the Academy: Women of Color and White Women in Conversation" characterizes relationships between women of Color and White women in the academy.
Date: October 2016
Creator: Dace, Karen L.
Partner: University of North Texas

Unlikely Allies: Creating a Space for Difficult Conversations Across Race and Culture

Description: Part three of the Unlikely Allies in the Academy Series, hosted by the Office of Diversity and Inclusion for continued dialogue based upon the book "Unlikely Allies in the Academy: Women of Color and White Women in Conversation." This presentation by Dr. Theresa Torres, author of the chapter “A Latina Testimonio: Challenges as an Academic, Issues of Difference, and a Call for Solidarity with White Female Academics” and her colleague, diversity expert and independent scholar Lisa McCarty, examines how privilege can be leveraged to build relationships with allies.
Date: November 14, 2017
Creator: Torres, Theresa & McCarty, Lisa
Partner: University of North Texas

Understanding White Privilege--An Introduction

Description: Part two of the Unlikely Allies in the Academy Series, hosted by the Office of Diversity and Inclusion for continued dialogue based upon the book "Unlikely Allies in the Academy: Women of Color and White Women in Conversation." This presentation by Dr. Frances E. Kendall, author of the chapter “A White Woman Talks to Other White Women," unpacks the concept of privilege, and dissects the institutional nature of white privilege.
Date: April 20, 2017
Creator: Kendall, Frances E.
Partner: University of North Texas
open access

Identifying Fracture Types and Relative Ages Using Fluid Inclusion Stratigraphy

Description: Enhanced Geothermal Systems (EGS) are designed to recover heat from the subsurface by mechanically creating fractures in subsurface rocks. Understanding the life cycle of a fracture in a geothermal system is fundamental to the development of techniques for creating fractures. Recognizing the stage of a fracture, whether it is currently open and transmitting fluids; if it recently has closed; or if it is an ancient fracture would assist in targeting areas for further fracture stimulation. Identifying dense fracture areas as well as large open fractures from small fracture systems will also assist in fracture stimulation selection. Geothermal systems are constantly generating fractures, and fluids and gases passing through rocks in these systems leave small fluid and gas samples trapped in healed microfractures. Fluid inclusions trapped in minerals as the fractures heal are characteristic of the fluids that formed them, and this signature can be seen in fluid inclusion gas analysis. Our hypothesis is that fractures over their life cycle have different chemical signatures that we can see in fluid inclusion gas analysis and by using the new method of fluid inclusion stratigraphy (FIS) the different stages of fractures, along with an estimate of fracture size can be identified during the well drilling process. We have shown with this study that it is possible to identify fracture locations using FIS and that different fractures have different chemical signatures however that signature is somewhat dependent upon rock type. Open, active fractures correlate with increase concentrations of CO2, N2, Ar, and to a lesser extent H2O. These fractures would be targets for further enhancement. The usefulness of this method is that it is low cost alternative to current well logging techniques and can be done as a well is being drilled.
Date: June 30, 2008
Creator: Dilley, Lorie M.; Norman, David & Owens, Lara
Partner: UNT Libraries Government Documents Department
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Spoken-Word Poetry Contest – Winner tied for First Place: Analise

Description: Spoken-word artist, award-winning teacher and UNT alumnus Joaquin Zihuatanejo hosts the 2017 UNT Equity and Diversity Conference’s Spoken-Word Contest, featuring poems written and performed by UNT students. Analise, the featured poet who tied for first place, performs a passionate poem describing the societal expectations imposed on women regarding their weight and the resultant emotional and psychological effects on the individual.
Date: February 23, 2017
Duration: 3 minutes 32 seconds
Creator: Zihuatanejo, Joaquin
Partner: University of North Texas
captions transcript

Spoken-Word Poetry Contest – Winner tied for First Place: Daniel

Description: Spoken-word artist, award-winning teacher and UNT alumnus Joaquin Zihuatanejo hosts the 2017 UNT Equity and Diversity Conference’s Spoken-Word Contest, featuring poems written and performed by UNT students. Daniel’s poem sheds light on the battle of overcoming an eating disorder in a society that disregards the struggle of male people of color.
Date: February 23, 2017
Duration: 5 minutes
Creator: Zihuatanejo, Joaquin
Partner: University of North Texas
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