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LTAP Exchange (December 2024, vol. 32, no. 4)
(Minnesota Local Technical Assistance Program, 2024-12) Minnesota Local Technical Assistance Program
Articles include: Solar panels for snow fences generate clean power, offset costs; We're hiring! MnLTAP work-zone trainers needed; From the Director: We make house calls!; Federal funding for your local road and bridge projects; Job board connects agencies, job seekers; OPERA project: Grapple Hook Culvert Cleaner; Meet the new MnLTAP editor: Jacqueline Bass; Panelists share pros and cons of heated pavement as snow-control tool; Study evaluates lower speed limits in St. Louis Park; Starfish extract deicer shows early promise; LRRB guidebook provides best practices for optimizing asphalt ride quality; Roads Scholars: Congrats, new grads!; Upcoming training and events
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The Kettle - The University of Minnesota Rochester Alumni Magazine
(University of Minnesota Rochester, 2025-11) Knox, Barbara; Meyers, Lindsey; Olson, Molly; Spencer, Erin; Stoll, Justin
University of Minnesota Rochester Alumni Magazine
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The Kettle - The University of Minnesota Rochester Alumni Magazine
(University of Minnesota Rochester, 2023-10) Knox, Barbara; Meyers, Lindsey; Olson, Molly; Spencer, Erin
University of Minnesota Rochester Alumni Magazine
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The Impact of Bolsonaro's Anti-Immigrant Rhetoric in Brazil
(2024-12-03) Cabrelli Rusconi, Isabella
This research investigates the impact of Jair Bolsonaro's anti-immigrant rhetoric on public attitudes toward immigration in Brazil. Analyzing official speeches, social media activity, newspaper interviews, and scholarly literature, the study uncovers a disparity between Bolsonaro’s limited focus on immigration in official settings and the explicit anti-immigrant sentiments disseminated online. Bolsonaro’s rhetoric, particularly on social media, framed immigrants as threats and rejected international agreements like the UN Global Compact for Migration. This study demonstrates how Bolsonaro's digital discourse significantly influenced societal perceptions, contributing to a heightened rejection of immigrants. These findings underscore the potency of online rhetoric in shaping public narratives and policy debates on immigration in contemporary Brazil.
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Evaluating the Effects of Academic Contingent Self-Worth on College Students’ Performance and Study Habits
(2024-11-30) Bandi, Sadhika; Woodward, Amanda
College students can derive a sense of their self-worth from their performance in academic domains, a concept known as academic contingent self-worth (Crocker et al., 2003; Crocker & Luhtanen, 2003). This tendency is heightened in higher education, where students spend a lot of time in an environment that centers on grades and are often evaluated to “prove” their learning (Crocker et al., 2003; Fairlamb, 2022). Although many studies have observed the characteristics associated with academic contingent self-worth, few have looked at how academic contingent self-worth relates to performance and behavior over time in a specific course. This study aims to both examine academic contingent self-worth over the course of a semester and to further add to the lists of characteristics associated with academic contingent self-worth while better understanding those previously studied. Participants were asked to complete a series of questionnaires at the beginning and end of the semester, gathering information on their goal orientations, test anxiety, and attribution of performance. Additionally, participants were asked about their study habits at the beginning of the semester, and after each of the three summative assessments throughout the semester. We will also obtain participants’ grades on summative assessments and final course grades at the end of the semester. We expect to find positive relationships between the level of academic contingent self-worth and attribution of performance and academic contingent self-worth and test anxiety. Also, we predict that we will find an association between academic contingent self-worth and performance and academic contingent self-worth and study habits. When adding in the variable of time point during the semester, we expect this association will persist but may change in direction. We plan to explore the relationship between the level of academic contingent self-worth and goal orientation and test anxiety and performance, expecting a positive relationship for both. The results of this study will provide a clearer picture of how the relationship between academic contingent self-worth, academic performance, and study habits change across the semester. Understanding these relationships can provide insight to both instructors and students concerning student mindset across the semester.