College of Saint Benedict and Saint John's University
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Advancing college food security: priority research gaps
Get PDFDespite over a decade of both quantitative and qualitative studies, food insecurity among US college/university students remains a pervasive problem within higher education. The purpose of this perspective piece was to highlight research gaps in the area of college food insecurity and provide rationale for the research community to focus on these gaps going forward. A group of food insecurity researchers from a variety of higher education institutions across the United States identified five thematic areas of research gaps: screening and estimates of food insecurity; longitudinal changes in food insecurity; impact of food insecurity on broader health and academic outcomes; evaluation of impact, sustainability and cost effectiveness of existing programmes and initiatives; and state and federal policies and programmes. Within these thematic areas, nineteen specific research gaps were identified that have limited or no peer-reviewed, published research. These research gaps result in a limited understanding of the magnitude, severity and persistence of college food insecurity, the negative short- and long-term impacts of food insecurity on health, academic performance and overall college experience, and effective solutions and policies to prevent or meaningfully address food insecurity among college students. Research in these identified priority areas may help accelerate action and interdisciplinary collaboration to alleviate food insecurity among college students and play a critical role in informing the development or refinement of programmes and services that better support college student food security needs
Opening the Frontiers for Vietnamese Theology: Dialogue
Get PDFFrom a Vietnamese perspective, in this paper, I explore the cultural, economic, and religious context of Vietnam, to show why the way of preaching the gospel follows the mindset and logic of Westerners was unable to take deep root in the hearts of Vietnamese people. Alternatively, to put it a little more ambitiously, I want to find a way to do theology in Vietnam from awareness, thinking and from the seeds nurtured by Vietnamese martyrs. A true theology is not just an external shell, but is a science of spirituality, of thinking, of perception, of experiencing the Absolute within the context of my country and your country as well
Climate Change, Health, and Equity
Get PDFDr. Cheryl Holder,MD will provide the closing keynote portion of the CSB+SJU annual peace studies conference. Dr. Cheryl L. Holder, a graduate of Princeton University and George Washington University School of Medicine, a National Health Service Corp Scholar, Internist, and HIV Specialist served as Medical Director of one of Miami’s largest community health centers and on NIH and CDC health advisory and programmatic review panels. She dedicated her career to improving health of underserved populations.
In 2009, she joined Florida International University’s Herbert Wertheim College of Medicine’ faculty, where she taught about the social determinants of health, diversity, and the health impact of climate change. She retired 12/31/22, as the Associate Dean of Diversity, Equity, Inclusivity and Community Initiatives.
Her leadership roles include organizations such as president of Florida State Medical Association, Founder and Co-Chair of Florida Clinicians for Climate Action and Co-chair of Miami Dade Heat Health Task Force. Her TED Talk “The link between climate change, health and poverty” garnered over 300,000 views
A song in a cold place: The role of emotions in motivating youth activism and advancing justice at the COP
Get PDFThe emotions of youth climate justice activists are often demeaned or misrepresented both by popular media and by COP organisers. The COP itself, as a cold, bureaucratic, and repressive space that tokenises frontline voices to create an optics of care, is a source of frustration and disappointment for many youth activists. Despite this misrepresentation and repression, youth activists use their emotions to strengthen their movements and actions at the COP. Drawing on collaborative event ethnography spanning a decade, this paper analyses how Global South youth climate justice activists strategically navigate and channel emotion through acts of emotional solidarity, emotional concealment, and emotional display. We assess how youth activists’ complex emotional experiences exist in generative tension within individuals and within the youth climate justice movement. Our findings suggest that their emotional strategies unlock the capacity for exercising power while cultivating relationships necessary for climate justice
Just Peace Framework: A Brief Primer
Get PDFThis short primer will describe the basic components of a just peace framework. Then I will describe the recent trajectory of Catholic and Christian discourse on just peace, as well as engage a related discourse at the United Nations on sustaining peace
Community-Derived Core Concepts for Neuroscience Higher Education
Get PDFCore concepts provide a framework for organizing facts and understanding in neuroscience higher education curricula. Core concepts are overarching principles that identify patterns in neuroscience processes and phenomena and can be used as a foundational scaffold for neuroscience knowledge. The need for community-derived core concepts is pressing, because both the pace of research and number of neuroscience programs are rapidly expanding. While general biology and many subdisciplines within biology have identified core concepts, neuroscience has yet to establish a community-derived set of core concepts for neuroscience higher education. We used an empirical approach involving more than 100 neuroscience educators to identify a list of core concepts. The process of identifying neuroscience core concepts was modeled after the process used to develop physiology core concepts and involved a nationwide survey and a working session of 103 neuroscience educators. The iterative process identified eight core concepts and accompanying explanatory paragraphs. The eight core concepts are abbreviated as communication modalities, emergence, evolution, gene–environment interactions, information processing, nervous system functions, plasticity, and structure–function. Here, we describe the pedagogical research process used to establish core concepts for the neuroscience field and provide examples on how the core concepts can be embedded in neuroscience education
Rigid Origami and No-hands Folding
No full textAs mentioned in the first talk, origami has enjoyed increased attention in math and science over the past 10 years. One aspect that has especially blossomed is rigid origami, where we insist that the origami model can be smoothly folded and unfolded with the faces of paper between the creases remaining flat (or rigid, as if they were made of metal or wood). Engineers especially like rigid origami as a way to design interesting mechanisms that work at large scales (think solar panel arrays) and tiny scales (think folded capsules and stents in the human body).
To actuate a rigid origami mechanism without the aid of human hands, we apply driving forces to the crease lines, such as with springs. We say these driving forces make the origami model self-fold. In doing this we often confront a problem where it is not possible to predict the way the springs will make the model fold from the unfolded state. In this talk we will develop a mathematical model of self-folding and describe how to design a driving force such that a given crease pattern will uniquely self-fold to a desired mode without getting caught in a bifurcation. We\u27ll use linear algebra to find necessary conditions for self-foldability and see how it works on actual examples. This is joint work with Tomohiro Tachi (University of Tokyo), my students at Western New England University, and was partially supported by NSF grants EFRI-1240441 and DMS-1906202
United Way 21 CCLC - Minnesota Student Survey
Get PDFThe United Way of Central Minnesota aims to close the gap between the education level of students and the income class of their families. During this presentation, we will analyze and make conclusions from a set of data that was collected by the United Way of Central Minnesota on students. This set of data looked at a variety of different things, including which after school center the student attended, their feelings about school, and if they are on a free or reduced-price lunch at school. Our graphs and pivot tables are representations of what we discovered from this dataset