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What is Title IX? What\u27s it mean? : An Instrumental Case Study in Today\u27s Secondary Schools
Full text linkSexual harassment and assault, as defined by Title IX, are widespread issues in middle and high schools, yet schools often fail to provide sufficient education to students and staff about the policy and its protections (Grant et al., 2019). Title IX is a federal law designed to ensure fair and equal treatment of students and employees in educational settings while also overseeing the handling and adjudication of sexual misconduct allegations (Klusas, 2003). This study was conducted using instrumental case study research. 36 staff members from the middle school, high school, and administration of a mid-sized school district in Southeastern Pennsylvania completed a quantitative questionnaire and 8 staff members, 3 administrators and 5 teachers, were interviewed in three qualitative focus groups. Surveys were conducted before the focus groups were formed to gather quantitative data regarding awareness of Title IX, its requirements, and staff’s perception of student-to-student sexual harassment. A semi-structured interview protocol captured qualitative data to better understand X and Y. The survey data was analyzed using descriptive statistics and thematic coding using SPSS software while the qualitative data was analyzed through inductive thematic coding to validate both current themes and determine additional themes. Findings suggest staff lack Title IX policy understanding, especially regarding student harassment and reporting. They feel unsupported and unprepared due to unclear guidelines, a male-dominated culture, and rising derogatory language. While administrators value Title IX education, teachers need practical training and proactive student/parent education, highlighting a disconnect between administrative views and teacher experiences
Finding Meaning in Modern Crisis: Hypermodernity and the Vita Activa
Full text linkHannah Arendt’s 1958 book The Human Condition describes modernity through the lens of the vita activa. While useful in understanding human experience with modernity, the way the world has advanced makes the vita activa insufficient for describing our present world. I argue that the world is now in a state of hypermodernity, and use the vita activa to describe how powerlessness develops in the face of large-scale hypermodern crisis. The concern of hypermodernity is that humans experience an inability to perform true action, and this results in powerlessness. Hypermodern powerlessness translates into an inability to meaningfully affect change in the world, and overcome crises.
With an emphasis on existentialism, hope, and intersectionality, I construct a toolkit for empowering hypermodern humans. This toolkit is focused on remedying the issues diagnosed by the vita activa as it exists in hypermodernity, chiefly a lack of authentic human identity. I conclude by arguing that a framework of intersectional existentialism is crucial to empowering meaningful action in hypermodern humans. Intersectional existentialism is capable of reinvigorating authentic human identity, and as a result, authentic action
An Impact Analysis of the 15-Year Capital Program and Budget in the City of Philadelphia
Full text linkAbstract
In order to serve its constituents, the City of Philadelphia has established numerous public service departments and respective public goods in terms of departments facilities and other structures to provide public service. The key departments include the Police Department, Fire Department, Health Department, Libraries, and Parks and Recreation. Additionally, there are departments established to build, renovate, maintain, the public goods provided by the City of Philadelphia in order to achieve successful stewardship of the facilities. In order to carry out facilities stewardship of its public goods, the City has a long-term capital program and budget that utilizes borrowed capital funding to reinvest in its facilities. My research completes an analysis of the long-term Capital Budget and Program funding strategy with policies and actual funding for the last 15 or more years, and compares it with best stewardship practices. It is a Case Study that evaluated the City’s Capital Program across 15 years as well as relevant policies and reviews by fiduciary agencies that are part of the process. The key research question is whether the City is following best practices in terms of completing stewardship of its established goods in the most effective and efficient manner. The results indicate that Philadelphia is already not reinvesting what is recommended by its Office of City Planning and continues to not be able to address a growing amount of deferred maintenance in its departments, simply based on borrowing capacity. Furthermore, the analysis identified areas that, were adjustments made to its policy and strategy, it would at least improve the amount of capital funding available for the departments facilities, increase overall stewardship of the public goods, as well as enhance understanding of the actual funding needs
\u27For All Its Problems, It\u27s Mine : Writing and Sustaining Queer Appalachian Stories in Youth Literature
Full text linkDr. Jason Vanfosson, English, presents: \u27For All Its Problems, It\u27s Mine : Writing and Sustaining Queer Appalachian Stories in Youth Literatur
Angular kinematics during top speed sprinting in male intercollegiate track and field and team sport athletes
Full text linkIn this investigation we examined lower extremity angular kinematics and top speed sprinting performance in 98 male intercollegiate athletes with backgrounds in either track and field (TF, n = 28) or team sports (TS, n = 70). Athletes completed 40 m running trials, with high-speed video recorded from 30–40 m, and 2D sagittal plane motion analysis. Key kinematic variables included: maximum thigh extension and flexion during the swing phase, leg and foot angles of the stance leg at touchdown, swing-leg thigh and knee angles at contralateral touchdown, leg excursion angle during the ground contact phase, thigh total range of motion during the swing phase, and thigh angular velocity and acceleration. Our first hypothesis was that each key kinematic variable would be significantly correlated with top speed both across the entire sample of participants and within groups of TF and TS athletes. Our second hypothesis was that sub-groups of TF and TS athletes of similar top speeds would demonstrate significantly different angular positional strategies. The first hypothesis was partially supported, as each key kinematic variable was significantly correlated with top speed when analyzed across the entire heterogeneous sample (0.30 ≤ |r or ρ| ≤ 0.66, p \u3c 0.05), but most were not significantly correlated when analyzed within groups of TF or TS athletes. The second hypothesis was fully supported, as substantially different angular positions were demonstrated by Slow TF and Fast TS athletes of similar top speeds, with Fast TS athletes typically exhibiting a less front-side and more ground-based strategy compared to their Slow TF counterparts. In contrast to the angular position variables, the physical capacity to rotate the limbs (thigh angular velocity and acceleration) was correlated with top speed both across the entire sample of participants and within groups of TF and TS athletes. Therefore, this study indicates that when coaching and training team sport athletes, more specific kinematic models may be beneficial for technique and performance enhancement during top-speed sprinting
Infant Health Equity in Oklahoma: A Mixed-Methods Exploration of Personal, Organizational, Environmental, and Policy Factors Contributing to Black Infant Mortality
Full text linkBlack women experience higher rates of adverse birth outcomes, including infant mortality. There is a gap in the literature on multilevel strategies to achieve infant health equity and engage Black women. This study is unique in that no others have looked at the views of Oklahoma Black women to inform and address infant health equity strategies and utilize these views to provide context to existing infant mortality data. The study research questions are: 1) What views on infant health equity and infant mortality are held by Black women in Oklahoma? 2) What differences exist between Black and White mothers in Oklahoma who have experienced infant mortality? 3) To what extent do factors contributing to infant mortality rates reflect Black mothers’ perceptions of infant health equity in Oklahoma? Using a qualitatively driven mixed methods design, 10 interviews were conducted with Black Oklahoma mothers, and secondary data were examined. Results showed that Black mothers consider individual, social, and structural issues. Additionally, there were significant differences between Black and White mothers in experiencing infant mortality, even with similar risk factors and maternal characteristics, and the leading causes of infant mortality in Oklahoma do not primarily reflect Black mothers\u27 perceptions of what is needed to achieve infant health equity. Listening to Black Oklahoma mothers and examining existing secondary data provides insights into strategies for decreasing Black infant mortality and achieving infant health equity. These approaches may be most effective when using the social ecological model as a plan of action while embracing critical race theory tenets
Mentoring Through a Cultural Lens: Faculty Mentorship Experience in the Bunche Fellows Undergraduate Research Program
No full textThis manuscript explores the significance of faculty mentorship in underrepresented student success within a culturally engaged on-campus research program. Drawing on data derived from the Pathways Through Research case study, a mixed-methods empirical study of the Bunche Fellows Program at the University of California, Los Angeles, this paper centers student voices to better understand the manifestations of cultural engagement among faculty mentoring experiences, and how these cultural experiences shape student development among the program’s alumni. Guided by Critical Race epistemology and the Culturally Engaging Campus Environments (CECE) Model, this research highlights the effectiveness of mentoring relationships within a structured on-campus research program focused on promoting underrepresented students’ academic, personal, and professional growth. Findings reveal how mentorship fosters belonging, confidence, and academic motivation. The study contributes to higher education research by emphasizing the importance of culturally relevant mentorship for underrepresented students in research settings
The Power of Intentional Programming: Amplifying Student Voices as a Catalyst for Student Engagement at HBCUs
No full textStudent engagement is a critical factor in retention and success, particularly at Historically Black Colleges and Universities (HBCUs). This study explores the development and implementation of intentional programming designed to foster inclusion, leadership, and academic success at an HBCU in the southeastern United States. Using a student-centered approach, initiatives such as leadership conferences, study halls, and identity-affirming programs were developed to address gaps in student engagement. Through qualitative data collection and student feedback analysis, findings suggest that integrating student voices into programming enhances institutional responsiveness, strengthens campus culture, and improves retention. This study highlights best practices, challenges, and implications for student-centered programming in higher education
Building Resilience One Connection at a Time: A Guide to Developing Retention Programming on College Campuses
No full textDespite college students having the potential to be more socially connected than ever before thanks to technology and social media, many students still struggle with isolation, loneliness, and a lack of belongingness and community. These feelings and experiences not only increase the risk for suicidal behavior and diminish resilience, but they can also negatively impact student retention. Outreach programming that targets social connectedness will be described. Specific guidelines developed from first-hand experiences with implementing such programming will be highlighted, and readers will be encouraged to consider how similar programming could be implemented by various offices or personnel at their own institutions of higher education