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Demography of Bluff View Cemetery Vermillion, SD
Get PDFCemeteries offer accessible, rich data for research on demographic reconstruction of past populations. Gravestones can give vital information such as date of birth, date of death, sex/gender, occupation, religious affiliation, and, implicitly, social and cultural values of the community at large (Dethlefsen and Deetz, 1966; Sattenspiel and Stoops, 2010). One of the drawbacks of cemetery data are that they more often than not do not provide details of the cause of death for an individual or in some rare occasions cause of death is on the gravestones (e.g., colonial graves during the tuberculosis outbreak in New England would often list that the individual died of “consumption”) (Bell, 2006).
For this study, date of birth, date of death, age, sex/gender, and gravestone motif data were collected from the Bluff View Cemetery in Vermillion, South Dakota to explore shifts in population dynamics from its initial settlement during the post-Civil War period to the modern day as the region experienced significant demographic and epidemiological transitions. With these data, the demography of past Vermillion citizens was studied to determine demographic shifts in this rural community from data tracking mortality and fertility events from the mid-19th century (c. 1859 AD) to the modern period (December 31, 2023). Furthermore, patterns in mortality data were compared by assigned sex/gender based on naming convention since female and male mortality may have differed over time due to shifting sex/gender-based mortality pressures, such as wartime conscription and maternal deaths. The findings of this thesis research were contextualized within broader anthropological theories about demographic and epidemiological transitions in the Western world
Investigating Trauma-Informed Practices Impact on Teacher Well-Being and Burnout
Get PDFTrauma-informed practices are a way to reduce the negative impacts of trauma without retraumatizing trauma victims (SAMHSA, 2014). Using trauma-informed training for staff, this study herein sought out to examine the overall impacts on utilizing trauma-informed care strategies on teacher well-being and burnout. The action research project, relying on qualitative data collection techniques, was an immersive approach to impact change in the educational landscape of a small, rural school district. Findings showed implementing trauma-informed practices in the school district led to a greater job satisfaction, reduced stress, and a sense of camaraderie with the students within the school. This study contributes new insight by distinguishing between reduced stress and actual burnout impact. It showed while trauma-informed strategies improved teachers’ day-to-day experiences, they did not significantly reduce burnout. This distinction is critical for school leaders aiming to design effective staff wellness initiatives and implement trauma-informed care approaches to their districts