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Life After Menopause: Quality of Life in Women Diagnosed With PolyCystic Ovarian Syndrome After The Childbearing Years
Get PDFVery little research has been conducted in regards to what happens after a woman diagnosed with PCOS is menopausal or post menopausal. This study researched the quality of life in women with PCOS before and after menopause in an attempt to compare the two groups
Women\u27s Experiences of Internalized Sexism
Get PDFThis study involved exploring the lived experiences of women with sexism and its internalization. Ten women participated in the study to share their experiences through personal narratives. The study was qualitative in nature and results yielded coded phenomenological themes related to the experiences of sexism and how it can become internalized. The study’s results are divided into themes and subthemes and supported by direct quotes from the participants. Themes included development & socialization across a range of environments, gender expectations, family of origin, intergenerational sexism, relationship conflict, sexism at work, career expectations, loss of income, intersectional experience of discrimination, appearance & objectification, conditions of worth, resilience, resistance, adverse health impacts, and rape culture. The themes highlighted significant areas that were commonly experienced across multiple identifiers within the heterogenous group of women. Results provide a complex and more comprehensive way of understanding women’s experiences of internalized sexism
The Impact Of Professional Development Of Effective Teachers In Low Performing Schools
Get PDFAbstract
Professional development is a substantial contributing factor to the success or lack of success in low-performing schools. Specific student-focused professional development can be used to increase academic achievement, school culture, and the level of effective teaching. A lack of attention to school-specific professional development can contribute to low student achievement, diminished school culture, and reduced teacher efficiency. In Florida, public schools have implemented the “4 Professional Development Standards” (Planning, Learning, Implementation, and Evaluation) to act as a tool to identify best practices in schools and classrooms as well as to determine what professional development is needed to improve instructional practices. The purpose of this qualitative research study was to examine the perspectives of teachers and school leaders regarding student-centric professional development and its effects on school culture, student achievement, and teacher productivity in low-performing schools. The study involved face-to-face interviews with teachers who participated in strategic professional development and school administrators who were integral in implementing professional development. Results showed eight of the 10 participants embraced schoolwide professional development that contained a focus on school culture, student achievement, and teacher productivity
Community Violence, Protective Factors, and Resilience: Gender Differences in African American Youth
Get PDFAfrican American youth are exposed to community violence in varying degrees. Over the last few decades, much research has focused on the negative implications of such exposure. While it is helpful to explore the detrimental effects of community violence on this population, the factors that promote resilience, leading to favorable outcomes, should be explored with just as much fervency. The present study sought to explore the protective factors that contribute to resilience in African American youth exposed to community violence. While resilience is a multidimensional construct, this study focused on the participants’ psychological outlook, namely their sense of hopefulness and future orientation. The specific protective factors examined were internal attributes, racial socialization/identity, and social support. This study highlights the moderating effect that these protective factors have in forming resilience. The study also sought to explore gender differences in resilience levels among African American youth. However, due to the participants’ varying levels of exposure to community violence, which ultimately may also impact their resilience, I was not able to make a conclusive determination of whether one gender displays a higher level of resilience than the other
The Biological, Psychological, Cognitive, and Social Perspectives on Aging: The Design of a Healthy Aging Program for Older Adults
Get PDFAging is an inevitable process, accompanied by changes in physiological, cognitive, psychological, and social facets. Researchers have investigated the physiological, cognitive, psychological, and social risk factors associated with aging and have encouraged the use of physical activity, cognitive training, and dietary interventions to alleviate risk factors. However, holistic programs dedicated to promoting successful aging among older adults are uncommon. This review sought to promote successful aging by identifying physiological, cognitive, psychological, and social risk factors that affect older adults and develop a comprehensive program to holistically mitigate these risk factors. Risk factors associated with unsuccessful aging include the development of chronic health conditions, declines in cognitive function, development of psychological disorders, and reductions in social activities. The goal of this program is to assist older adults in leading a well-balanced lifestyle by encouraging engagement in evidence-based interventions such as physical exercise, diet and nutrition, mindfulness meditation, yoga, mentally stimulating activities, and building interpersonal relationships to improve aging outcomes
An Examination of African American Male Educators\u27 Perceptions of Relationships and Discrimination
Get PDFIn the field of education, African-American men are greatly underrepresented across all school settings. In the state of Illinois of nearly 130,000 certified educators, there are less than two thousand (2,000) African American males across the state. Through a critical race theory lens, the focus of this narrative study was to explore what can be learned by researching/re-framing how African-American educators perceive their experience of developing relationships across educational domains and how they make sense of the ways in which they experience discrimination and construct relationships with others. Through the use of interview, observation and journal responses, insight into their perceptions of discrimination and relationship building across their personal, educational and professional relationships. As scholarship has pointed to the need to increase the number of African-American men in school settings, the insights and perceptions of this demographic can begin to help us understand the experience of those in the educational landscape. This is pivotal to better understand how to further the participation of African-American male educators
Elevating The Response To Intervention Framework: Positioning Data To Forge Change Needed For Stronger RTI Practices
Get PDFThe Change Plan study reflects an extended interest originating from the Saleem (2019) program evaluation study. The Saleem (2019) program evaluation revealed the absence of critical elements used to mobilize RtI supports and trigger adjustments to Tier II level interventions. Following the program evaluation were two meaningful action research activities including efforts of elevating the RtI framework and improving data collection forms. The plausibility of deep rooted factors continuing to exist in current RtI operations prompted research efforts of the Change Plan. Using Wagner’s 4C’s “As Is” and “To Be”diagnostic tools provided a lens into RtI orientations and sustained behaviors since its initial inception. Research design tools including a self-report survey revealed RtI practices were loosely aligned to the needs of the district
Understanding Perceptions of Community though Community Art and Storytelling from National Louis University’s Rotating Art Exhibition
Get PDFUnderstanding Perceptions of Community though Community Art and Storytelling from National Louis University’s Rotating Art Exhibition
Abstract
This paper presents the formation and execution of the first rotating artist exhibition at National Louis University. The exhibition’s curators organized and prepared for the exhibit in fall and winter terms in 2018 and showcased the work at each of NLU’s six campuses throughout the spring term in 2019.
A top priority for the rotating art exhibition was to keep the exhibition truly inclusive, meaning advertising and promoting the opportunity to students, faculty, staff, and alumni across each campus. The exhibition would also be a time to showcase art in any form. The artists came from 3 of the 6 NLU campuses. The group was comprised of 4 undergraduate students, 5 graduate students, 1 staff member, 1 adjunct faculty member, and 2 alumni of NLU. The forms of art submitted to the rotating art exhibition were also very diverse, in that we received 2 digital photographic pieces, 1 song, 1 poem, 2 drawings, 2 paintings, 1 pottery submission, 1 published children’s book, and 3 mixed media (combining 2 or more forms i.e. painting and construction paper and/or drawing) pieces. With a range of artists and art forms brought a wonderful variety of stories depicting community.
The curators of the exhibition then created an Artists Reel capturing the stories of the artists and the messages behind the artwork and this was featured at the 2019 Society for Community Research and Action Biennial Conference in 2019.
Recommended Citations
Helguera, P. (2011). Education for Socially engaged art: Materials and techniques handbook. New York: Jorge Pinto Books.
Rappaport, J. (2000). Community Narratives: Tales of Terror and Joy. American Journal of Community Psychology, 28(1), 1-24. doi: 10.1023/a:1005161528817
Schuermans, N., & Loopmans, M. P. & Vandenabelle, J. (2012). Public space, public art and public pedagogy. Social & Cultural Geography, 13(7), 675-682. doi: 10.1080/14649365.2012.728007
Abstract
This paper presents the formation and execution of the first rotating artist exhibition at National Louis University. The exhibition’s curators organized and prepared for the exhibit in fall and winter terms in 2018 and showcased the work at each of NLU’s six campuses throughout the spring term in 2019.
A top priority for the rotating art exhibition was to keep the exhibition truly inclusive, meaning advertising and promoting the opportunity to students, faculty, staff, and alumni across each campus. The exhibition would also be a time to showcase art in any form. The artists came from 3 of the 6 NLU campuses. The group was comprised of 4 undergraduate students, 5 graduate students, 1 staff member, 1 adjunct faculty member, and 2 alumni of NLU. The forms of art submitted to the rotating art exhibition were also very diverse, in that we received 2 digital photographic pieces, 1 song, 1 poem, 2 drawings, 2 paintings, 1 pottery submission, 1 published children’s book, and 3 mixed media (combining 2 or more forms i.e. painting and construction paper and/or drawing) pieces. With a range of artists and art forms brought a wonderful variety of stories depicting community.
The curators of the exhibition then created an Artists Reel capturing the stories of the artists and the messages behind the artwork and this was featured at the 2019 Society for Community Research and Action Biennial Conference in 2019.
Recommended Citations
Helguera, P. (2011). Education for Socially engaged art: Materials and techniques handbook. New York: Jorge Pinto Books.
Rappaport, J. (2000). Community Narratives: Tales of Terror and Joy. American Journal of Community Psychology, 28(1), 1-24. doi: 10.1023/a:1005161528817
Schuermans, N., & Loopmans, M. P. & Vandenabelle, J. (2012). Public space, public art and public pedagogy. Social & Cultural Geography, 13(7), 675-682. doi: 10.1080/14649365.2012.72800
Louder than a Bomb: Poetry slams and community activism create a powerful brew
Get PDFLouder than a Bomb is the oldest youth poetry slam in the country, born out of Chicago\u27s oral performance resources, including Second City. The article shares LTAB\u27s beginnings, evolution, growth, and influence, and the author describes the experience of being a judge at the annual poetry slam
Is Critical Thinking Really Critical? A Research Study Of The Intentional Planning For The Teaching Of Critical Thinking In The Middle Grades
Get PDFCritical thinking is an integral part of human life. However, it is not intentionally planned for and implemented in most public educational institutions. Due to this lack of planning, not everyone thinks critically. Critical thinking is a skill that must be fostered and developed over a period for it to be applied consistently. Individuals who exhibit critical thinking are increasingly likely to be successful in life.
This study focused on the teaching of critical thinking and was conducted at Wildcat Middle School, located in a suburb of Chicago, IL. The research examined the extent to which teachers intentionally planned for teaching critical thinking and the instructional materials they used to enhance student critical thinking skills. The participants at Wildcat Middle School indicated that critical thinking is of tremendous value to the students. However, there is still a notable gap in Wildcat Middle School when it comes to the full implementation of critical thinking in the learning process.
The adoption of policy measures is necessary to ensure the integration of critical thinking into daily instruction. One of the proposed policies recommends internship programs for students in middle schools. Another suggests the amendment of two current Board policies. Each policy would be updated to reflect the inclusion of the teaching of critical thinking. Implementation of such educational policies will go a long way in ensuring that critical thinking is fully incorporated into the classrooms at Wildcat Middle School and beyond